L 158 
.C5 
1865 
Copy 1 



BY THE HOUSE OF DELEGATES, 

February 24, 1865. 
) Copies ordered to be printed. 

R E P O R T 

OF THE 

STATE SUPERINTENDENT 



PUBLIC INSTRUCTION 

10 THE 

GENERAL ASSEMBLY OF MARYLAND, 

TOGETHER WITH 

A Bill entitled "A Uniform System of Public 
Instruction for the State of Maryland." 



, ANNAPOLIS: 
RICHARD P. BAYLY, PRINTER. 

1865. 




BY THE HOUSE OF DELEGATES, 

February 24, 1865. 
1,000 Copies ordered to be printed. 

REPORT 

OF THE 

STATE SUPERINTENDENT 

OF 

PUBLIC INSTRUCTION 

TO THE / 

GENERAL ASSEMBLY OF MARYLAND, 

TOGETHER WITH 

A Bill entitled "A Uniform System of Public 
Instruction for the State of Maryland." 






~vww- — "^V 



ANNAPOLIS: 
RICHARD P. BAYLY, PRINTER. 

1865. 



Annapolis, Md., February 2, 1865. 

To the 

Senate and House of Delegates 

in the General Assembly of Maryland : 
Gentlemen : 

I herewith submit for your consideration "A Uniform, 
System of Public Instruction for the State of Maryland." 
I have prepared a brief Commentary upon the Law, that 
its several enactments may be readily comprehended, and 
the bearing of each Section upon the whole System may be 
understood. 

Certain Statistical Tables are now in course of prepara- 
tion and will be presented to the General Assembly as soon 
as the returns from all the Counties are received. 

I ask the favor of having this Report and Bill, together 
with the Commentary thereon, printed in the City of Bal- 
timore under my supervision, that it may be arranged with 
index and other facilities for easy reference. 

The Bill has been placed upon the Table of the Speaker 
of the House of Delegates. 

I am, Very Respectfully, 

Yours, &c. 
L. VAN BOKKELEN, 
State Superintendent Public Instruction. 



To the General Assembly of Maryland : 

On the 12th day of November, 1865, the Governor 
honored me with the appointment of State Superintendent 
of Public Instruction according to the provisions of the 8th 
Article of our New Constitution. 

As soon as practicable thereafter, I adopted such plans as 
would enable me to collect information concerning the 
present condition of Education both Public and Private 
within the State, and also to avail myself of the experience 
of those sister States which have preceded us in providing 
Free Schools and Academies for all their Youth. 

I invited personal conference with citizens interested in 
the cause of Public Instruction, and specially with practi- 
cal Educators, whether engaged in conducting private or 
public Schools. 

Letters were addressed to the Editors of City and County 
Newspapers, asking them to direct the attention of their 
readers to the important subject of Universal Education, 
and to make such suggestions as would enable me to frame 
the New System to meet the practical wants of the whole 
State. 

Having prepared and issued Circulars and a Schedule of 
Queries embodying in detail the points on which Statistical 
information is needed, I devoted the time which must neces- 
sarily elapse before replies could be received, to visit other 
States and to confer with their Superintendents of Public 
Instruction in person, as I had previously done by letter. 
For this purpose I visited Hartford and New Britain in 
Connecticut, Boston, Albany and New York. In each City 
I was received with gratifying cordiality and enjoyed every 



6 

facility for examining into the State and Municipal School 
Systems and for witnessing the practical working of Schools 
of every grade. 

The State Normal Schools at New Britain, Connecticut, 
and at Albany, New York, received, as they merited, a 
most careful and thorough inspection, and through the 
polite assiduity of the members of the Faculty, I was 
informed as to the minute detail of their modes of teaching 
and training. 

The information gained during this tour proved to be of 
great value, and has enabled me to form some estimate of 
the importance of the work committed to my charge, and 
of the weighty responsibility imposed by the Constitutional 
mandate which orders that within thirty days after January 
4th, the State Superintendent shall report to the General 
Assembly a Uniform System of Free Public Schools. 

It was not until the last of December, 1864, that I 
received copies of the Laws of the several States which have 
established well-digested Systems of Free Schools, and was 
able to commence a close study and a thorough analysis of 
their provisions. 

By this means, I have gathered practical knowledge ; and 
taking suggestions from laws, tested by years of trial, have 
endeavored to frame a System to meet the present wants of 
our people,, and provide for the demands of .the large and 
intelligent population which will crowd to our borders both 
from the North and from the South. 

To the Circulars issued, the full and satisfactory response 
which was expected has not been received. The present 
Systems of County Schools iiDder various Local Laws have 
not awakened that interest essential to perfect organization 
and detailed statistical reports. With the exception of a few 
Counties, the School Authorities are unable to reply to the 
larger number of queries, because they have never required 
formal reports of work from Teachers or Commissioners. 
The information collected has been embodied in this Report 
and presents clear and unimpeachable evidence that we 
have to begin almost at the foundation and erect anew the 
Educational" Edifice. 



The plan herewith submitted is designed to embrace a 
complete system of Public Instruction, beginning with the 
Primary School, progressing through the Grammar School 
to the County High School, in which young men are to be 
prepared for the State Colleges, whence they pass to the 
Schools of Medicine or Law, or to the practical duties of 
active business 

It is expected to add to this system, as the crowning fea- 
ture, the Lectures of the Peabody Institute, to be delivered 
by men eminent in the highest departments of Art, Litera- 
ture and Science, and to present to our young men opportu- 
nities for mental culture enjoyed by few, and surpassed by 
none, in any portion of our Union. 

Thus we will have within our own borders, fostered by 
public money, and directed by the wisdom of the highest 
official authority a complete System of Instruction, so 
aided by liberal provisions for Free Tuition and Free 
Scholarships that talent will never starve. It will be mani- 
fest to every youth, whether blessed with wealth or pos- 
sessing only the treasure of brilliant intellect and persever- 
ing industry, that the way is open to him by which he can 
reach the highest attainments of knowledge, and serve the 
State with the expanded powers of a mind which else might 
have been dwarfed into worthlessness or perverted by vice. 

The noblest wealth of the State will be developed for the 
Public weal, the wealth of intellect, which, because of our 
sins of omission, has never yet been cultivated, and like 
our Mines, our Forests, our Waters and our Soil has not 
yielded its increase. 

To correct, perchance atone for the errors of the past, it is 
proposed to establish at once a thorough System, perhaps a 
Model System. Maryland has no time for gradual develop- 
ment. By one volition she can attain that which has cost 
her Sister States years of experiment to secure. She has 
taken her place among the Commonwealths that proclaim 
Universal Freedom, why not rank also with those that pro- 
vide Universal Education ? Not the Education which halts 
before the door of the Primary School, but marches on ; 
takes the poorest youth whom God has endowed with intel- 



lect, nurtures that intellect, gives it the benefit of the best 
culture and exhibits the pure benevolence of Eepublicanism, 
which, by bestowing equal privileges upon all, gradually 
levels up the humble to an equality with those who enjoy 
all the benefits of wealth and social position. 

Wisdom counsels us not to wait for years to accomplish 
that which by one earnest, vigorous, unselfish effort can be 
done in months. The work is before us. Our duty is to 
enter upon the field, and cause the waste places to bloom 
with beauty. No partial System, of gradual development, 
waiting for the decay of old prejudices,, or the abandonment 
of local preferences, can do this. If done at all, it will be 
by a system perfect in its adaptations, comprehensive in its 
aims, and immediate in operations. 

It will cost money, so do all great public works, but it 
will be the best and most productive investment the State 
has ever made. The purse appropriated to the development 
of brain. 

The School House will awaken into energetic life the 
intellect which has been slumbering so long in our midst, 
and invite to our borders thousands who else would turn 
aside and seek a home where not only natural life is pro- 
tected, and agriculture, manufactures and commerce pro- 
moted ; but where Education is freely offered, and the claim 
of the heart and mind to moral and mental nourishment is 
broadly recognized. Such a home Maryland proposes now 
to open to the multitudes whom she expects to welcome to 
her fertile lands and salubrious climate. She invites them, 
not to share the clouded destiny of the past, but the glorious 
promise of the future — a promise so brilliant that we may 
reverently thank God, that we live to see the dawn of these 
good things to come. We behold them through the mists 
of the battle-field, we reach them through the blood of 
martyred citizens, but they promise to our children an 
inheritance cheering to the heart of the patriot and of 
entrancing joy to the philanthropist. 

The enactments of the Bill submitted, are predicated 
upon principles which have been often discussed, and now 



9 

are accepted as the foundation of all sound legislation on 
the subjects with which they are connected. 
1st. Education ought to be Universal. 
2nd. Education ought to be Free, and therefore, 
3rd. The property of the whole State is responsible 
for such education of every child in the State as will 
prepare him to perform the duties of a man and a 
citizen, in obedience to the laws of God and the laws 
of the Commonwealth. 
In the first Article of the Declaration of Rights, the 
people of Maryland say, "That we hold it to be self- 
evident that all men are created equally free ; that they 
are endowed by their Creator with certain unalienable 
rights, among which are life, liberty, the enjoyment of the 
proceeds of their own labor and the pursuit of happiness." 
If this be our Faith, then our works ought to be mani- 
fest. Our children must be carefully taught without any 
distinction of person, the principles by which life may be 
preserved and made productive of good to its possessors 
and those whom they may influence. 

Every mind must be expanded to embrace sound ideas 
of self-respect and self-dependence — ideas which always 
resist servility, and rebel against the pretentious claims of 
hereditary caste. The knowledge of every sentient being 
must be increased to discern the truth by which temporal 
and eternal happiness can be secured as a sure inheritance. 
Whatever natural rights, immunities and privileges 
belong to any one of God's intelligent creatures, belong to 
them all. The Beneficent Parent makes His Sun to shine 
on the evil and on the good, withholds none of the bounties 
of Creation from His humblest child. Men in their appro- 
priate sphere* should reverently imitate this unlimited 
benevolence, and organized into society for mutual benefit 
should provide to extend every gift, but chiefly the highest 
gift of mental culture and moral development. Generation 
after generation would thus receive the accumulated wisdom 
and virtue of its predecessor, and transmit them, with the 
increment of its own gain to those who follow, even to the 
end of time. 
2 



10 

The treasures of knowledge, like those of the material 
world are not to be consumed or stayed in their beneficent 
increase, or selfishly appropriated by any favored class of 
men. They are held in trust to be used for the profit of 
all, to be extended for the benefit of all who will enter upon 
the inheritance when one scanty span of stewardship is 
ended. Posterity receives the gift to hold it inviolate for 
those who in process of time will succeed to its guardian- 
ship. 

To fulfil this duty, Education must be Universal. It 
must also be Free. 

The Light of Heaven should not be more free to all to 
whom God has given the exquisite organ of vision, the 
zephyr breeze should not fan the cheek of the invalid or 
inflate with healthy air the lungs of all whom God has 
made living creatures, more liberally than the light of 
knowledge should extend to those whom the Great Creator 
has endowed with minds and immortal spirits. 

As He has formed the eye to see His light, the lungs to 
breathe His air, so He has formed the intellect to under- 
stand His mysteries of nature and of grace. Woe to the 
man who steals light from the child whom God has made 
to rejoice amid the beauties of creation. Woe to the man 
who shuts out the pure air from those who gasp for it and 
live by it ; and greater Woe to him who shrouds one mind 
in ignorance, who shrivels one heart by vice, who makes 
one life a blank or an abyss of crime and sorrow, while 
God has so ordered the mind that it can comprehend the 
true dignity of humanity, and claim for man a seat upon 
the throne of sentient beings. 

Education must be Free, free as the light and the air. 
The Public School House must be open to e\*ery child — as 
open as the Public Highway which leads to its door. 

And this, not because it is the Charitable duty of the State 
to offer education to all, but because it woulcl be a high 
crime against humanity to withhold it. The Free Schools 
of the State are in no sense Charity Schools. Through 
them the State does not give one jot or tittle that each child 
has not a right to claim. To withhold Education would be 



11 

to steal from the young their birth-right, and meanly to 
appropriate to selfish purposes that portion of the inheritance 
which belongs to the child. It is the duty of the State as 
the Agent of the people, as the legal Trustee of the whole 
property which she protects and enables to be used, in greater 
or lesser degree by her citizens, to take care that the young 
are,not defrauded of their rights. To take care that they 
who cannot be heard at public meetings or in legislative 
halls, whose power cannot be felt through the ballot-box 
until twenty-one yearsof age, are not cheated out of an Educa- 
tion, by being deprived of the means to Secure it. To take 
care that no man places an obstacle in the way, that none 
come between the State and the child and stop the progress of 
its little feet as it walks towards the School House, that no 
ignorant parent or covetous master tasks the muscles of one 
of these little ones and dries up its brain by making it 
work, when it ought to be sitting by the side of the teacher. 
In the same degree that the means of Education are freely 
provided should the certainty of enjoying its benefits be 
secured by the infliction of penalties on those who would in 
any way debar the child from its rights and privileges. 
Hence, as a natural sequence, the Law which provides, at 
Public cost, Universal and Free Education, should oblige 
Parents to send their children to School, should punish 
Masters whe deprive their Apprentices of the opportunity 
of securing an Education, and should inflict severe penal- 
ties on Manufacturers who task young children in their mills, 
wearing out their bodies and starving their minds. 

To philanthropic citizens, recognizing the principle of 
universal brotherhood, the popular arguments drawn from 
expediency need not to be presented. 

It is true that Universal Suffrage demands Universal Ed- 
ucation. It is true that the only sure foundation upon which 
a Republican Government can be erected is the intelligence 
of the yeople. It is true that ignorance is the parent of 
vice ; that vice begets want and thus imposes upon the State 
the costly apparatus of Courts, Police Officers, Jails. Peni- 
tentiaries, Aims-Houses and Asylums, the aggregate expen- 



12 

diture for which now exceeds by far the most extravagant 
sum that can be asked for the Support of Schools. 

All these things are true, but they and similar axioms 
are irrelevant when the higher claim of duty is acknow- 
ledged, a duty as broad and imperative as to feed the 
hungry, clothe the naked and minister to the necessities of 
that humanity which embraces all sorts and conditions of 
men. 

The obligation which rests upon us is that promulgated 
by the Divine Teacher whose precepts we, as a Christian 
people recognize, it is enunciated in the best and most com- 
prehensive law ever announced for the guidance of man, the 
Golden Rule, the substance of all benevolence, the epitome 
of every duty, " Whatsoever ye would that men should do 
to you, do ye even so unto them." This law is limited in 
its application by no boundary short of that which Political, 
Moral and Personal obligation, reaches. With the people 
of Maryland its application extends through the length and 
breadth of their territory and its binding powers rests on 
the whole property of the Commonwealth. 

The duty of citizens in each section of the State is to 
have an earnest and active solicitude for the welfare of all 
within the limits of the State, and to take young and old, 
the humble and those of high degree, the alien and those 
born on our soil, the freedman and the free, and prepare 
them all, as God has given us the ability and them the 
capacity, for the duties which the Law of the Land, and 
the Divine Law require. This is to be accomplished by 
making the property of tin; whole State bear the expense 
of educating every child in the State, and as far as practi- 
cable, do for those of mature years what the law in time 
past, forbid to be done. 

Hence the wise and righteous provision of the Constitu- 
tion, that Public Education shall be sustained by a General 
State Tax, so as to insure its benefits to a certain limited 
extent, but at the same time leaving to the people the priv- 
ilege to impose upon themselves, by vote, such further tax 
for the support of Schools in their Counties and Districts as 
an enlightened and liberal sentiment may suggest, and the 



18 

conviction that no money is better invested than that which 
developes intellect may warrant. 

The Declaration of Rights in Article 43 enunciates a 
souod principle, and the 8th Article of the Constitution 
gives that principle substantial, energetic life, proving 
faith by works, for without works faith is worthless. The 
Declaration of Rights says, "The Legislature ought to 
encourage the diffusion of knowledge and virtue, the exten- 
sion of a judicious system of general education, the promo- 
tion of literature, the arts, science, agriculture, commerce 
and manufactures, and the general melioration of the con- 
dition of the people." 

The Constitution enjoins that "the General Assembly 
shall provide a uniform system of Free Public Schools, and 
shall place an annual tax on all the taxable property 
throughout the State for the support of Free Public 
Schools." 

But further, while the Constitution thus asserts the prin- 
ciple that the whole property of the State is to provide 
Education for every Child in the State, it does not design to 
remove from the people all special and personal obligation, 
and weaken that spirit of self-reliance which will be an 
important element of success in our new and philanthropic 
work. There is to be no interference with existing sources 
of revenue, no repeal of taxes already imposed ; while pro- 
vision is made for such expression of the popular will as 
may originate or increase local taxation to raise the largest 
amount needed for the proper and energetic management of 
Schools, and to make them as good, as long, and as numer- 
ous as the citizens most interested may deem expedient. 

The State Tax is an enabling Revenue to the Counties. 
It helps them to do their work thoroughly. It recognizes 
the great principle of a common brotherhood, the duty of 
the people of the whole State to have solicitude for the 
increase in knowledge and the growth in correct moral sen- 
timent of every child, even in its remotest sections. 

With these principles in view, and aided by sugges- 
tions derived from the Systems of Public Instruction which 
have been diligently studied and collated, the Bill appended 



14 



to this Report has been prepared ; and is presented to the 
General Assembly for its consideration. 

It is a source of regret that having proceeded thus far 
with my work — and having framed a Bill which, according 
to my best judgment, is based upon sound principles and 
capable of practical application, I cannot lay it aside and 
visit the Counties before submitting it to the General 
Assembly. 

Conference with the School Authorities, an^ personal 
observation of the wants of the people, would enable me 
the better to decide whether the System is adapted to the 
great purpose for which it is designed. I suppose it so to be. 
Experience will prove how far the decision is correct. 

A Commentary which follows the Bill explains the mean- 
ing of various Sections, the relation which certain parts 
bear to the whole System, and gives such statistical and 
other information as will enable Senators and Members of 
the House to understand the design of the enactments, and 
the object which the State Superintendent has in view, and 
hopes ultimately to attain by the plan which he has the 
honor to submit ; a plau harmonious in its parts and com- 
prehensive in its aim, a plan not of "Common Schools" 
but of thorough and extended Public Education. 



THE SYSTEM OF PUBLIC INSTRUCTION 

DEVELOPED IN THIS BILL EMBRACES 

EIGHT TITLES: 

I. Supervision. 

II. That which is to be Supervised. 

III. Modes of Securing Competent Teachers. 

IV. Sources of Income. 

V. University of Maryland. 

VI. Benevolent, Remedial and Reformatory Institutions. 

VII. Aids and Encouragements to Universal Education. 

VIII. Miscellaneous. 



15 



I. Siipervision : 

1. Board of Education. 

2. State Superintendent. 

3. School Directors. 

4. District Commissioners. 

•II. That which is to be Supervised: 

1. School District Meetings. 

2. School Houses. 

3. School House Sites. 

4. Schools. 

5. Teachers. 

6. Pupils. 

7. Text-Books. 

8. High Schools. 
Colleges. 

Modes of Securing Competent Teachers : 
Examinations. 
Teachers' Associations. 
Teachers' Institutes. 
Normal School. 



9. 
III. 
1. 
2. 
3. 
4. 

IV. Sources of Income: , 

1. State Tax. 

2. County Tax. 

3. District Tax. 

4. Invested Funds. 

5. Tax on Banks, &c. 

6. State Doriations. 

7. Surplus Revenue. 

V. University of Maryland: 

1. St. John's College, Anna- 

polis, 

2. Washington College, 

Chestertown, 

3. Faculty Arts and Sciences, 

Baltimore, 

4. Agricultural College, Pr. 

George County, 



Law School, 



Medical School, J 



Peabody 
Institute. 



86 

VI. Benevolent, Remedial and Reformatory Institutions: 

1. Blind Asylum. 

2. Deaf and Dumb Asylum. 

3. School for Idiots and Feeble-Minded Youth. 

r Penitentiary. 

4. Schools in < Jails. 

( Aims-Houses. 

5. House of Refuge. 

6. Industrial Schools. 

VII. Aids and Encouragements to Universal Education : 

1. Scholarships in High Schools, Fifty Dollars per 

annum. 

2. Scholarships in Colleges, One Hundred Dollars per 

annum. 

3. Free Tuition in Colleges. 

4. Tracts issued by State Superintendent. 

5. School District Libraries. 

6. Subscription to Educational Journals. 

7. Honorary Membership of Peabody Institute. 

8. Educational Library and Museum in Office of State 

Superintendent and in Normal School. 

VIII. Miscellaneous: 

1. Colored Schools. 

2. Private Schools to report. 



A BTLL 

Entitled an Act to establish a Uniform System 
of Public Instruction for the State of Mary- 
land. 

Be it enacted by the General Assembly of Mary- 
land, That there shall he a Uniform System of 
Free Public Schools, according to the provisions 
of this Act, in each County of the State and in 
every City now incorporated, or which hereafter 
may be incorporated. 

TITLE L— OF SUPERVISION. 

CHAPTER I. 

Section 1. — 1. The supervision and control of Board of Educa- 

. o, li °n. 

Public Instruction shall be vested in a State 
Board of Education, consisting of the Governor, 
Lieutenant-Governor, Speaker of the House of 
Delegates and the State Superintendent of Public 
Instruction. 

2. In a State Superintendent of Public Instruc- sta i e superin- 

r tendent. 

tion appointed by the Governor, subject to the 
confirmation of the Senate. 

3. In a School Director for the City of Balti- city and county 

Directors. 

more and one for each County ; to be appointed 
by the State Board of Education. 

4. In Boards of School Commissioners, for school commis- 
the City of Baltimore and for each County. 



18 



CHAPTER II.— OF THE BOARD OF EDU- 
CATION. 



When to meet. 



To supervise 
Colleges, &.c. 



By Laws. 



Appoint Normal 
Professors. 



May remove 
Directors. 



Reports to be 
made. 



To Hold in Trust 
School Funds. 



Section 1. The State Board of Education for 
the purpose of promoting the interests of Public 
Instruction shall hold regular meetings on the 
first Wednesday in March, June, September and 
December of each year, and special meetings as 
often as the Governor may direct. 

Sec. 2. The Board shall supervise all Colleges 
and Academies that receive any State dona- 
tion, or are incorporated by Act of the General 
Assembly, visit the same in person, or by an 
Agent, and require annual reports, which shall 
be referred to the State Superintendent. 

They shall select a uniform series of Text- 
Books for use in every Public School and Aca- 
demy established or aided under this Act. 

They shall issue a uniform Code of By-Laws 
for the government of all the County School 
Boards, and the Schools and High Schools under 
their charge. 

They shall appoint the Professors of the State 
Normal School, and determine their salaries. 

They shall have power to remove any School 
Director whenever it shall have been .proven to 
their satisfaction that he has been guilty of any 
wilful violation or neglect of duty under this 
Act, or of wilfully disobeying any decision, ofder 
or regulation of the State Superintendent. 

They shall supervise and require annual re- 
ports from all benevolent, reformatory and reme- 
dial Institutions which receive a State donation, 
or are incorporated by Act of General Assembly. 

Sec. 3. The Board of Education may take 
and hold to it and its successors, in trust for 
the State, for any City or County, for any 



19 

School District, or for any particular School with- 
in the State, any grant or devise of lands and any 
donations or bequest of money or other personal 
property made to it for educational purposes; and 
shall pay over to the State Treasurer for safe- 
keeping and investment, all money and other 
personal property so received. The Treasurer 
shall, on warrant of the Comptroller, pay from 
time to time the income of such investment, to 
the School Authorities of the City, County or 
District for whose benefit the bequest or donation 
was made. 

Sec. 4. The incidental expenses of the Board, incidental 

,» . i !• • Expenses. 

and the expenses ot the members thereof in- 
curred in the discharge of their official duties, 
shall be included among the incidental expenses 
of the office of the State Superintendent. 

Sec. 5. The Secretary of the State Super- cierk. 
intendent shall act, when necessary, as Clerk of 
the Board. 

CHAPTER III.— STATE SUPERINTEN- 
DENT OF PUBLIC INSTRUCTION. 

His Powers and Duties. 

Section 1. The office of the State Superinten-To employ a 
dent of Public Instruction shall be located in the 
City of Baltimore, and he is hereby authorized to 
appoint a Secretary, at an annual salary of fifteen 
hundred dollars, payable monthly by the Trea- 
surer on the warrant of the Comptroller and the 
certificate of the Superintendent. 

Sec. 2. The Secretary of the State Superinten- secretary to be 
dent when acting as Clerk to the Board of Edu- Education, 
cation, shall receive no additional compensation, 
except his traveling and personal expenses when 
thus employed. 



20 



To visit the 
Counties. 



To issue Circular 
Letters, &c. 



What he shall 
report. 



Condition of 
Schools. 



Abstracts of 
County Reports. 



Plans of Im- 
provements. 



Sec. 3. The State Superintendent shall have 
the supervision of all the Public Schools in the 
State, and shall be the general adviser and assist- 
ant of the City and County School Directors. 
He shall, if practicable, visit each City and 
County annually, for the purpose of conference 
with the School Commissioners, inspecting the 
Schools, holding Teachers' Institutes, awakening 
an interest in the cause of education, and diffus- 
ing, by public addresses, such information as will 
tend to improvement in the government and the 
instruction of the Schools. 

Sec. 4. He shall from time to time address 
circular letters to School Commissioners and 
Teachers, giving advice as to the best manner of 
conducting Schools, constructing School houses, 
furnishing the same, and on all other topics 
which impart aid aud encouragement to Uni- 
versal Education. 

Sec. 5. He shall, on the fifteenth day of Decem- 
ber of every year, report to the Governor: 

1. The condition of the Schools and Colleges of 
the State and of all Institutions under his super- 
vision and subject to his visitation. 

2. Estimates and accounts of expenditures of 
School moneys, and a statement of the apportion- 
ment of money to the Counties and City of Bal- 
timore. 

3. An abstract of all the Reports received by 
him from the several City and County School 
Directors, the Presidents of Colleges and the 
Directors of benevolent and remedial Institutions. 

4. All such matters relating to his office, and 
all such plans and suggestions for the improve- 
ment of the Schools and the advancement of 
Public Instruction in the State as he shall deem 
expedient. 



21 

5. A statement of his travels in making official Travels. 
visits during the past year. 

Sec. 6. He may, on the recommendation of anTo issue certifi- 

. cates to Teach 

authorized examiner, or on other evidence satis- ers. 
factory to himself, grant a certificate of qualifica- 
tion, which, until revoked, shall be conclusive 
evidence that the person to whom it is granted is 
qualified by his moral character, learning and 
ability, to teach in the Schools of the State. 

Upon cause shown, to his satisfaction, he may May annul cer- 

* ' _ J tihcates. 

annul any certificate of qualification granted by 
an authorized examiner, or declare any diploma 
issued by the State Normal School, ineffective 
and null within the State, and he may re-consider 
and reverse his action in any such matter. 

Sec. 7. He shall prepare suitable registers, Prepare school 

1 l . Registers, &.c. 

blanks, forms and regulations for making all 
reports and conducting all business under this 
Act, and shall cause the same, with necessary 
instructions, to be transmitted to the City and 
County School Directors, who shall distribute 
the same. 

Sec 8. He shall contract with publishers for contract tor 
all the Text Books and Stationery authorized by 
the State Board of Education and issue them to 
the several Boards of City and County School 
Commissioners, payment to be made at cost, and 
five per cent, advance. 

There shall be a clerk appointed by the State Book cierk. 
Superintendent, who shall attend to receiving 
and distributing text-books and stationery, shall 
keep all accounts connected therewith, and per- 
form such other duties as the Superintendent 
may direct, receiving for his services an annual 
salary of eight hundred dollars, payable monthly 
by the Treasurer on the warrant of the Comp- 
troller and the certificate of the Superintendent. 



22 

To decide con- Sec. 9.— 1. He shall decide without appeal and 
without cost to the parties all controversies or 
disputes that may arise under this Law, the 
facts of which controversies or disputes shall 
be made known to him by written statements by 
the parties thereto, verified by oath or affirma- 
tion, if required, and accompanied by certified 
copies of all documents necessary to a full under- 
standing of the question in dispute. 

2. The Superintendent shall file and arrange 
in the order of time and keep in his office all 
proceedings on every appeal to him, including 
his decision and orders founded thereon. 

Toeoiiect Maps, Sec. 10. It shall be the duty of the State Super- 
intendent to collect in his office such School Books 
Apparatus, Maps and Charts as can be obtained 
without expense to the State, and also to purchase 
at an expense not to exceed two hundred dollars a 
year, rare and valuable works on education, to 
be used as books of reference for the benefit of 
teachers. He may also subscribe to such School 
Journals and Journals of Education as he may 
consider valuable, file the same for reference and 
have them bound at the end of the year at an 
annual cost of fifty dollars, and the said sums are 
hereby annually appropriated, to be paid by the 
Treasurer upon warrant of the Comptroller. 

To be principal Sec. 11. The , State Superintendent shall be 

school" 18 Principal ex officio of the State Normal School. 

He also shall visit and report upon the condition 
of the School for the Blind, the House of Refuge, 
and all other Benevolent or Reformatory Institu- 
tions which receive State donations. 

school Libraries. Sec. 12. He shall publish from time to time a 
list of Books suitable for School District Libra- 
ries, and shall prescribe rules and regulations for 
the arrangement of such libraries. 



Sec 13. He shall provide a seal with suitable seal, 
device for the use of the office of Public Instruc- 
tion, by which copies of papers deposited or filed 
therein, and all official acts and decisions may 
be authenticated. 

Sec 14. The State uperintendent shall be Traveling 

Expenses, &c. 

allowed the amount expended for traveling and 
personal expenses in making official visits as 
required by law, also all necessary contingent 
expenses for books, postage and stationery, fuel 
and light, printing of blanks and other matters 
essential to the organization of his office, and not 
otherwise provided for in this Law, said amounts 
to be paid by the State Treasurer quarterly upon 
warrant of Comptroller. 



CHAPTER IV.— SCHOOL DIRECTORS. 

Their Appointment, Powers and Duties. 

Section 1. On the first Monday of June, 1865, when and by 
there shall be appointed by the Slate Board f woma PP° ine 
Education one person of literary and scientific 
attainments, and of skill and experience in the 
art of teaching, to be Director of Schools in the 
City of Baltimore, and one of like qualifications 
for each County; to hold office for four years, or 
until their successors have been appointed, and 
to perform such duties as herein are provided, or 
the General Assembly or Board of Education 
may from time to time direct. 

Sec 2. Whenever the State Superintendent of May besu9- 
Public Instruction is satisfied that a City or pen e * 
County School Director has persistently neglected 
his duties, he may suspend him from the duties 
of his office, and withhold his order for the pay- 
ment of the whole or any portion of such Direc- 



24 

tor's salary, until the case has been acted upon 
by the State Board of Education. 

vacancy, how During the vacancy the State Superintendent 
may appoint a suitable person from among the 
Board of Commissioners for Schools in the City 
or County to perform such duties as may be 
required, giving such compensation as he may 
deem proper. 

Sec. 3. — 1. The School Director shall constitute 
a medium of communication between the State 
Superintendent of Public Instruction and the sub- 
ordinate School officers and the Schools. It shall 

to vi S u schoois.be his duty to visit, as often in each term as shall 
be practicable, the several Schools under his care, 
to examine the pupils, to enquire into all matters 
relating to the management, the course of study 
and the mode of instruction and discipline, so 
that each School shall be equal to the grade for 
which it was established, and that there may be 
uniformity in the course of study. 

to address 2. He shall, as opportunity offers, address the 

' gs * people in their School Districts on the importance 
of Public Instruction, and endeavor to enlist 
their interest in the Schools and their teachers, 
and make such suggestions as he may think im- 
portant to be considered in the Annual School 
District Meeting for the purpose of increasing 
the efficiency of discipline as well as the comfort 
of the pupils. 

To examine 3. He shall examine into the condition of the 

Schools, &c. m 

School houses, sites, out-buildings and append- 
ages, examine the District Libraries, advise with 
and counsel the School officers of the district in 
relation to their duties ; suggest methods for 
warming and ventilating School houses, adorning 
School grounds, recommend to teachers improved 
modes of instruction and use every effort to ad- 



25 

vance the cause of Public Instruction and carry- 
out the advice and instruction of the State Super- 
intendent. 

4. He shall organize and conduct once in each to conduct 

° Teacher's Insti- 

year, for his own County at such time as, after tutes - 
conference with the State Superintendent, may be 
designated, a Teachers' Institute at some central 
locality in the County, to which access is conve- 
nient, and where the Teachers will receive the 
encouragement of hospitality. In tills work the 
Director will be aided by a Professor from the 
Normal School, or by some practical Teacher 
appointed by the State Superintendent. 

5. He shall also encourage and assist at Teachers' to assist at 

. Teacher's Asso 

Associations, to be convened at least four times ciations. 
in each year, on the last Saturday of some month, 
in each Commissioner District, or such Districts 
united, requiring the attendance of the Teachers 
of the District for the purpose of mutual confer- 
ence and instruction in their duties 

Sec. 4. He shall, by himself or together with to examine 
a Professor of the Normal School or some other 
practical teacher designated by the State Super- 
intendent — examine and license Teachers, whose 
certificates shall be of effect for two years from 
date — re-examine any teacher holding his or his 
predecessor's certificate, and if he find him 
deficient in learning or ability, annul the cer- 
tificate. 

Sec. 5. All questions and controversies arising to decide con. 
under the School Law in any County, shall first 
be submitted to the County Director for his 
opinion and advice, whence appeal may be taken 
to the State Superintendent upon a written state- 
ment of the facts, subscribed by the County Di- 
rector and certified by representatives of each 
party concerned. 
4 



26 

Toreport. Sfc. 6. The School Director shall cm or before 

the 15th day of October of each year, report to 
the State Superintendent in such form as he may 
prescribe, the condition of all the Schools under 
his care, embodying abstracts from the reports of 
District Commissioners, suggesting such improve- 
ments in the School System as he may deem use- 
ful, and giving such other information in regard 
to public instruction as may be of public interest. 
He shall also report the number of private 
Schools, Academies and Colleges in the County or 
City, their course of study, number of pupils, 
male and female, and all other information in 
such form as the State Superintendent may pre- 
scribe, so as to present a full view of their educa- 
tional facilities. A copy of this report shall be 
deposited in the office of the City or County Clerk, 
who shall safely keep it. 

salary &c. ^ec. ^' The an n ua l salary of the School Di- 

rector in the City of Baltimore shall be deter- 
mined by the. Mayor and City Council, to be paid 
by the City Register, he performing such duties 
and making such reports in addition to those 
required in this Act as the Mayor and City Council 
may determine. 

The annual salary of each County Director 
shall be determined by the State Board of Educa- 
tion and paid by the County Commissioners, as 
other County officers are paid. 

CHAPTER V.— DISTRICT COMMISSIONERS, 
whcn.andby Section 1. On the first Monday in June, 1865' 

whom appointed. . . .. " 

the State Board of Education shall appoint, to 
hold office four years, such number of School 
Commissioners in each County as the State Super- 
intendent may direct. Each Commissioner shall 



27 

have the special eharge of such number of School 
Districts, not less than fifteen, as the State Super- 
intendent may appoint, which shall constitute 
and be designated Commissioner Districts No. 1, 
No. 2, &c. 

Sec. 2. The persons so appointed, and their to be a body 

* l , corporate. 

successors, are hereby declared to be a body poli- 
tic and corporate, by the name and style of the 

Board of School Commissioners of City or 

County, and by that name shall have perpetual 
succession, and shall be capable to sue and be 
sued, and to have and use a common seal, and the 
same at their pleasure to alter or break, and to 
exercise all the powers and privileges hereby 
granted to or vested in them.* 

Sec. 3. The persons so appointed shall assem- when to organ- 
ble on the second Tuesday of July, 1865, for the 
purpose of organizing, and shall then or at some 
subsequent meeting elect a President to serve 
during their continuance in office, and also a 
Treasurer, who shall act as Secretary, and receive 
such compensation as the Board may direct. 

Sec. 4. The County Director shall be ex officio 
a member of the Board, and when the County 
contains not more than fifty Schools, he shall act 
as Treasurer and Secretary, and receive compen- Director to act as 
sation for such duties in addition to his salary as 
Director. 

Sec 5. The Treasurer shall give bond to the Treasurer to give 
State of Maryland, with at least two securities, ° n ' 
to be approved by the Board of School Commis- 
sioners, in the penal sum of ten thousand dollars, 
with condition that he will faithfully perform 
the duties of Treasurer, pay over and apply all 
moneys that shall come to his hands or care as a 
Treasurer, to such persons and in such manner 
as the Board of School Commissioners may direct, 

* For continuation of Section 2 of this Chapter, see page 70. 



28 

and that he will keep a full account of all money 
received and paid by him, and of all matters 
relating to the duties of his office and preserve 
the same, and all vouchers relating thereto, and 
deliver up all books and vouchers relating to his 
office whenever they are required by the Board of 
School Commissioners, to such person as they 
shall appoint to receive the same. 

when elected. The Treasurer shall be elected annually, except 
when the duties of the office are performed by the 
County Director. 

to divide county Sec. 6. In all cases where a County has not 
been properly divided into School Districts, and 
full records of the boundaries thereof have not 
been made and recorded, the Board of School 
Commissioners shall appoint a Committee, con- 
sisting of two persons of intelligence and sound 
judgment, members of their own body or other- 
wise, who shall divide the County into suitable 
School Districts, and define and describe the 
boundaries of each, provided that no School Dis- 
trict shall contain a greater area than four miles 
square, unless a part of it be located in a moun- 
tainous or unpopulated region. 

How to be divided In the formation of the School Districts, the 
Committee shall take into consideration the most 
suitable site for the School house, the general 
features of the country, such as streams or other 
waters, mountains, roads, rail roads, villages, 
towns, cities and especially the population, and 
shall make each School District of such size and 
form as will best accommodate the population 
within its bounds. The Committee shall make a 
full and clear description of the boundaries of the 
School Districts accompanied by a plat, and shall 
To report, &c. report the same to the School Commissioners, who 
To be pubiishtd. shall publish the description in the newspapers 



29 

of the County for two months, with a notice that 
all applications for a change in the boundaries of 
a district must be made within two months. 
When the aplication shall have been made and 
considered, the Board of School Commissioners 
may then change the boundaries of the School 
Districts, and revise the description, or they may, 
without application, make such change as may be 
deemed important, or they may ratify and confirm 
the report of the Committee without alteration. 

The description of the boundaries of the School Record to be 
Districts shall be recorded among the land records 
of the County, and also in the journal of the 
School Commissioners, or in a book kept for that 
purpose in their office. 

In those Counties where no newspaper is pub- To be jP ubiished. 
lished, the description of the School District shall 
be published in the newspapers of the adjoining 
County. 

Wherever it may be necessary, the Board of To employ a 

J J 7 Surveyor. 

School Commissioners shall employ a Surveyor 
to aid the Committee in dividing the County; and 
they shall allow each member of the Committee, 
and the Surveyor, such compensation for his ser- 
vices as may be just and proper. 

They shall report the entire cost of dividing Expense, now to 

° be paid. 

the County and the publication of the description 
of the School Districts, to the County Commis- 
sioners, who shall levy the amount as other 
County expenses are levied, and shall pay the 
same to the Treasurer of Board of School Com- 
missioners. 

If a County has already been divided into Existing school 

lT-v • • -i • -i Districts may be 

School Districts which it may be necessary to re- revised - 
vise, the Board of School Commissioners shall 
have full power to make such revisions or altera- 
tions as may be necessary to accommodate the 



30 

population, aud increase the efficiency of the 
Schools. 

A full description of such changes and altera- 
tions shall also be made and recorded as aforesaid. 
Districts to be The School Districts shall be numbered in such 

numbered. 

manner as the State Superintendent may direct. 

city of Baltimore The mode of dividing the City of Baltimore 
into School Districts, and of locating School 
houses, shall be fixed by the Mayor and City 
Council, and not be subject to the requirements 
of this section. 

to employ Sec. 7. It shall be the duty of the School Com- 

Teachers, &c. • , r , . t-> • , • i • . , 

missioners, each tor his own District, subject to 
the provisions of the By-Laws issued by the 
State Board of Education to employ teachers 
from among those persons who hold the proper 
certificate, to attend to the distribution of Books 
and Stationery, requiring each pupil to pay in 
advance for the use of the same, unless exempted 
therefrom ; to exercise a general supervision over 
the Schools, visiting them at least once each term, 
to have the care and custody of all School houses, 
School furniture and apparatus, and School house 
sites; purchase fuel and provide for all incidental 
expenses, keep School houses and enclosures in 
repair, have shade trees planted, advise concern- 
ing the discipline and management and course of 
instruction pursued, require examination of the* 
pupils in any or all branches of study, and to use 
their influence and exertions to increase the use- 
fulness and elevate the standard of the Schools 
and convince the people of the inestimable value 
of Sound Education, 
schools open at Sec. 8. They shall cause instruction to be given 

least six months. . 

in each School District for at least six months 
consecutively in each year, and if the State and 
County appropriations fail to prolong the School 



31 

session, then to allow the use of the School houses 
and furniture for subscription Schools under their 
direction. 

Sec. 9. Every District Commissioner shall have To ta ke affidavits 
power to take affidavits and administer oaths in 
all matters pertaining to Public Schools, but 
without charge or fee ; and under the direction of 
the State Superintendent of Public Instruction to 
take and report to him the testimony in any case 
of appeal. 

Sec. 10. They shall examine any charge affect- To examine 
ing the moral character of any Teacher within c arges 
their District, first giving the Teacher reasonable 
notice of the charge, and an opportunity to defend 
himself therefrom, and if the charge be sustained, 
shall annul the teacher's certificate, by whomso- 
ever granted, and declare him unfit to teach ; 
and if the Teacher hold a certificate of the State 
Superintendent or a diploma of the State Normal 
School, shall notify the Superintendent forthwith 
of such annulment. Provided always, that the 
Teacher shall have the right of appeal to the 
Board of School Commissioners. 

Sec. 11. They shall require the daily reveren- New Testament 

n • /• i -vt • m to be read. 

tial reading of some portion of the New Testament 
Scriptures, by each Teacher at the opening of 
School, and shall impress upon the minds of the 
children the great truth incorporated in the 
Declaration of Rights of the New Constitution, 
under which, by the blessing of Grod, Universal 
and Free Education is provided, viz: — "the exis- 
tence of God, and that under His Dispensation 
all men are held morally accountable for their 
acts, and will be rewarded or punished therefor 
either in this world or the world to come." 

Sec 12. It shall be the duty of each District to report quar- 
Commissioner to collect from each Teacher and ery " 



32 

report in tabular form the condition of the Schools 
in his District at each quarterly meeting of the 
Board. These reports shall be filed by the Sec- 
retary, and preserved for the use of the County 
Director in making up his annual report to the 
State Superintendent. 

Graded schools. Sec. 13. Whenever the number of children 
between the ages of six and eighteen attending 
School in any School District is greater than one 
hundred, then the Commissioner may, instead of 
dividing the District, proceed with the consent of 
the Board to establish Schools of different grades, 
and to determine into which school each pupil 
shall be admitted. 

to publish an-; Sec 14. The Board of School Commissioners 
shall publish annually in one of the papers of the 
County or otherwise, a statement of the moneys 
received and expended, setting forth all the finan- 
cial operations of each district, and if there be no 
newspapers within the limits of the County, then 
they shall publish the same in such other form as 
may be ordered and forward a copy to the office 
of the State Superintendent. 

county Direct™ Sec. 15. Whenever a Commissioner needs the 
aid of the County Director in the organization 
of a School, or in any matter relating to Schools 
or School houses, or for the examination of 
teachers, it is the duty of the Director promptly 
to render the assistance required. 



33 



TITLE II.— THAT WHICH IS TO BE 
SUPERVISED. 

SCHOOL DISTRICT MEETINGS.— SCHOOL HOUSES AND 
SITES. — SCHOOLS. — TEACHERS. PUPILS. — TEXT- 
BOOKS.— HIGH SCHOOLS— COLLEGES. 

CHAPTER I.— SCHOOL DISTRICT MEET- 
INGS. 

Section 1 . For the purpose of providing Schools Districts, 
in sufficient number and convenient of access, 
the several Counties shall be divided as herein- 
before provided. 

Sec. 2. The resident voters of each School Dis- v °t e « to meet, 
trict shall assemble at the School house on the 
first Monday in May in each year, at four o'clock 
in the afternoon, to discuss questions relating 
to the condition of the School house, its site, and 
furniture, and to take such action as may tend 
to the improvement of education and make the 
School as good as in the exercise of a sound dis- 
cretion they may deem expedient. The meeting 
shall be organized by the appointment of a Mod- 
erator who shall preside, and a Clerk who shall 
keep a minute of the proceedings. 

Sec 3. The inhabitants of any School District May propose a 
entitled to vote, when assembled in annual meet- 
ing, may propose and discuss a tax upon the 
taxable property of the District, for the improve- 
ment of School houses, for the purchase of School 
furniture, apparatus, and other necessaries for 
School use — for the enlargement and adornment 
of School grounds, and generally for such pur- 
poses as will increase the comforts of the pupils, 
and enlarge their facilities of instruction. 
5 



34 



When to be 
decided. 



Elections, how 
conducted. 



To build or en- 
large School 
Houses. 



Not t( 

$500. 



Sec 4. Whenever any such District Tax is 
proposed and assented to by one-third of the 
voters present, the meeting shall be adjourned 
to convene at the School house on the third 
Monday in May of same year, at three o'clock in 
the afternoon, when the question may be further 
discussed and a final vote taken, and if a majority 
of the legal voters present decide in favor of the 
tax 'it shall be the duty of the County Commis 
sioners to levy the same, and collect it as all 
other taxes are collected, and pay the amount to 
the Treasurer of the Board of School Commis- 
sioners; to be by him disbursed upon order of the 
said Board, and only for the purpose specified by 
vote at the district meeting. 

Sec. 5. School District Elections shall be con- 
ducted as all other elections are, excepting that 
there may be only one judge and one clerk, the 
polls being kept open two hours, from four to six 
o'clock, P. M., and the ballots to have upon 
them the words "For the tax," or "Against the 
tax." 

Sec. 6. Whenever the number of children 
attending School in any School District exceeds 
one hundred and fifty, the legal voters may order 
in the manner herein mentioned a tax for the pur- 
pose of enlarging the School house or to aid in 
building an additional School house, to establish 
Schools of different grades ; and the teachers' sal- 
aries and all incidental expenses of such graded 
Schools, shall be paid for from the County School 
funds, as they are in separate districts. 

Sec. 7. No tax voted by a district meeting, 
exceeding the sum of five hundred dollars, shall 
be levied unless the District Commissioner ap- 
prove of such larger sum. 



35 

Sec. 8. A copy of all the proceedings of the copy f proceed- 
District meeting shall be made by the Clerk and 
certified by the Chairman and forwarded to the 
District Commissioner, by him to be reported to 
the Board of School Commissioners at the next 
quarterly meeting. 

Sec 9. Whenever a second School house is county to give 
erected within the limits of a School District by*' 6 ' 
special district tax voted and levied as before 
mentioned, it shall be the duty of the County 
Commissioners to order to be paid out of the 
County Treasury the sum of one hundred and 
fifty dollars to be applied to purchase of furni- 
ture and apparatus. 

CHAPTER II.— SCHOOL HOUSES. 

Section 1. In each School District of every one House in 
County there shall be erected at least one School each Dl8trict " 
house conveniently located and properly furnished 
for the accommodation of all the children entitled 
to attend the Public Schools. The cost of these 
buildings and the sites, shall be paid by the 
County, and the title vested in the Board of 
School Commissioners, provided, however, that 
this law does not apply to such School District 
as may be declared vacant of population by the 
School Director, with the consent of the State- 
Superintendent. 

Sec 2. The District Commissioner shall have Care and contro , 
the care and control of all houses and lands C0 n- ofSc " 0olHouse8 
nected therewith within the limits of his district, 
also, of the furniture, apparatus and other prop- 
erty belonging to the district. He shall attend 
to all necessary repairs, and charge the cost among 
the incidental expenses of the School, to be paid 
as such incidental expenses are provided for. 



36 

JorSjrftSf- Sec - 3 - Every School bouse shall be built arid 
form plans. furnished according to plans and drawings issued 
from the office of the State Superintendent, or 
according to plans from County Boards submitted 
to and approved by him, that proper regard may 
be had to light and ventilation, and other mat- 
ters that conduce to the comfort, health and good 
order of the pupils, 
out buildings. g EC# 4 Every School house site must be pro- 
vided with suitable out-buildings for convenience 
and decency, also for the protection of fuel and 
other articles needed for the good order of the 
School, but not proper to be placed in the School 
room. 
fo e scn t oo f rndaie ry ^ EC - ^* ^ aD y person shall wilfully injure any 
School house or the buildings and fences connected 
therewith, or disfigure the same with paint or 
otherwise, or mark thereon any obscene words, 
figures or devices, or post thereon any paper or 
other material bearing such words, figures or 
devices, he shall be punished by fine not exceed-' 
ing fifty dollars, or by imprisonment io the County 
Jail not exceeding thirty days, or both, in the 
discretion of the magistrate. The fine shall be 
paid one-half to the informer and one-half to the 
School house fund for the School District, 
school site may Sec. 6. Whenever in the opinion of the voters 
be changed. f an y School District, as expressed at the annual 
School meeting, the location of a School house 
ought to be changed, it shall be the duty of the 
Board of School Commissioners to inquire into the 
facts of the case, and if they deem it expedient, 
they may sell and convey the said School house 
and lands and appropriate the avails to the erec- 
tion of another School house upon such site as 
they may select. 



37 

Sec. 7. No School house shall be used for any f°r what purpose 

^ House may be 

other than Public School purposes, and School used - 
District meetings, without the consent first 
obtained, of the District Commissioner, and then 
only for the purpose of giving and receiving 
instruction in some branch of education or learn- 
ing. 

The location of School houses in the City off ch001 Housesin 

J Baltimore. 

Baltimore and all matters connected with the 
building and furnishing thereof are to be decided 
by the Mayor and City Council, or by the Board 
of School Commissioners in the City of Balti- 
more, if the Mayor and Council so direct. 



CHAPTER III.— SCHOOL HOUSE SITES. 

Section 1. It shall be the duty of the District Whoshaii select 

site. 

Commissioner, with the consent of the Board to 
select a suitable School house site, in each School 
District. 

Sec. 2. The Board of School Commissioners Si,es ma y be 

purchased. 

may receive donations of such sites or locations 
for School houses as may be designated, if any be 
offered ; or may purchase the same, or may pur- 
chase any house already built and adapted to 
School purposes, which may be suitably located 
in any School District, but in no case shall any 
site be occupied or any School house be built 
thereon until a good and sufficient title shall have 
been obtained for the same in the corporate name 
of the Board of School Commissioners for the 
County. 

Sec. 3. Where lands shall be required for the sites may be 

o o i • a condemned. 

site of a School house, or for enlarging a School 
bouse lot, and the Commissioner of the District ' 
shall from any cause be unable to contract with 
the owner thereof, the Board of School Com- 



38 

missioners may apply for a writ of ad quod 
damnum to the Clerk of the Circuit Court for the 
County, or the Superior Court for Baltimore City, 
as the case may be, who shall forthwith issue the 
same, and the sheriff shall execute the said writ 
and return an inquisition describing the land and 
stating the amount of damages to be paid to the 
owner, and the Judge of the Circuit Court 
for the County, or of the Superior Court of Bal- 
timore City, may, at any time after the return 
of the inquisition, in term or during the recess, 
hear a motion to confirm such inquisition, on such 
notice to the parties as he may direct, and confirm 
or quash the same, and if he quashes the inquisi- 
tion he shall order a new one forthwith to be 
taken. But no lot so taken or enlarged shall 
exceed in the whole, one square acre, including 
the land occupied by the School buildings. 
By whom paid. Sec. 4. In all cases when School house sites 
are thus purchased or condemned, the cost thereof 
shall be paid by the County, as other County 
property is paid for. 

CHAPTER IV.— SCHOOLS, 
schom to be kept Section 1. In every School District in each 

six months. ^ ^ Countyj there ghall be kept for ftt least 

six months in each year, one, or more Schools, 
according to population, which shall be free to all 
youth over six and under nineteen years of age. 
what shaii be Sec. 2. In every District School there shall be 
taught Orthography, Reading, Writing, English 
Grammar, Geography, Arithmetic, the History of 
the United States and good behaviour. Algebra, 
Book-keeping, Natural Philosophy, Vocal Music, 
Drawing, Physiology, the Laws of Health and 
of Domestic Economy shall also be taught when- 



taught. 



ever the District Commissioners shall deem it 
expedient. 

Sec. 3. Whenever a School numbers over sixty when to be 
children a female assistant teacher shall be em- 
ployed, and the District Commissioner shall direct 
the division of the pupils so as to form a graded 
School, the principal teacher instructing the 
higher classes. 

Sec. 4. Public examinations shall be held in Examinations, 
each School once in each term, of which due 
notice shall be given, that parents and others 
interested in public instruction may attend. 

Sec. 5. School shall be open from nine A. M. Hours of session, 
to twelve M., and from one P. M. to four P. M. 

Sec. 6. Any person who shall wilfully disturb Penalty for dis- 

-r\ • • oi • turbing. 

interrupt or disquiet any District School in ses- 
sion, or any persons assembled with the permis- 
sion of the District Commissioner in any Dis- 
trict School house for the purpose of giving or 
receiving instruction in any branch of educatiou 
or learning, shall forfeit twenty dollars for the 
benefit of the School District. 

Sec. 7. If any person convicted of the said Tube imprisoned 
offence do not immediately pay the penalty with 
costs, the Justice of the Peace shall commit him 
to the Jail of the County, there to be imprisoned 
until the penalty and costs be paid, but not 
exceeding thirty days. 

Sec. 8. The School year shall be divided into school year,no W 

J \ divided. 

four terms, which shall be designated the Fall, 
Winter, Spring and Summer terms. 

The Fall Term shall commence on the first 
day of September, and close on the fifteenth day 
of November. The Winter Term shall com- 
mence on the sixteenth day of November, and 
close on the thirty-first day of January. The 
Spring Term shall commence on the first day of 



40 

February and close on the fifteenth day of April. 
The Summer Term shall commence on the six- 
teenth day of April, and close on the thirtieth 
day of June, 
vacations. The months of July and August shall be vaca- 

tion, and the following days shall be holidays, 
viz: Thanksgiving day; from Christmas Eve to 
the first day of January, inclusive ; Washington's 
Birthday ; from the Thursday before Easter to 
the Monday after Easter, inclusive. 

These divisions of the year shall be strictly 
adhered to throughout the State, and in case 
it may be necessary to open a School for a frac- 
tion of a term, it shall close at the end of the 
term, and all accounts shall be settled at the 
meeting of the School Commissioners held at the 
close of the term. 

CHAPTER V.— TEACHERS. 

Teachers to hold Sec. 1. No person shall be employed as a 

certificates. Teacher under this law, unless holding the cer- 
tificate of qualification issued by an authorized 
examiner, or the diploma of graduate of the 
State Normal School. 

By whom a P Sec. 2. Teachers shall be appointed by Ihe 

District Commissioner, and may be removed at 
any time said Commissioner may think proper. 

Tokeep Regis- Sec. 3. Teachers shall keep, prepare and enter 
into Registers provided for that purpose, an ac- 
curate account of the attendance of pupils, text- 
books used, and branches taught, and such other 
statistics as may be required, and make due 
return thereof to the District Commissioners at 
the end of each term ; and no teacher shall be 
entitled to receive payment for services until the 
Register properly filled up and completed be so 
returned. 



pointed. 



L.TS 



41 

Sec. 4. It shall be the duty of all teachers in to teach morai- 
. ity, &c. 

Schools of every grade, to impress upon the 

minds of youth committed to their instruction, 
the principles of piety and justice, loyalty, and 
a sacred regard for truth, love of their country, 
humanity and benevolence, sobriety, industry, 
and chastity, and those virtues which are the 
basis upon which a republican constitution is 
founded; and it shall be the duty of such instruc- 
tors to lead their pupils into a clear understand- 
ing of the tendency of these virtues, to preserve 
the blessings of liberty, promote temporal happi- 
ness, and advance the greatness of the American 
nation. 

Sec 5. Salaries of teachers in the City of Bal- salaries, by 

^ whom deter- 

timore and in each County, shall be fixed by the mined - 
Board of School Commissioners of the City, and 
the several Counties, 'provided however, that the 
aggregate sum paid in salaries to the teachers of 
the City, or of any County, shall not be less than 
its proportion of the amount received from the 
tax levied by the State for the support of Free 
Public Schools. 

CHAPTER VI.— PUPILS. 

Section 1. All youths between the ages of six Age f pupiia. 
and nineteen years, are entitled to free instruc- 
tion in any of the Public Schools of the State, 
the studies of which they may be able to pursue, 
provided, that wherever there are graded Schools, 
the District Commissioner shall determine to 
which School each pupil shall be admitted. 

Sec 2. Pupils guilty of disorderly or immoral Pupils may be 
conduct, who, after admonition refuse to reform, Mpe e 
shall be suspended or expelled from the School 
by the teacher, and his case referred to the Com- 
missioner. 



42 

May attend Sec 3 Children living remote from the Public 

School of the School District in which they 
reside, may attend the School in an adjoining- 
District, under such directions as the Director 
may prescribe, 
vaccination. Sec. 4. No child shall be admitted to any 

Public School who has not been duly vaccinated, 
children required Sec. 5. Every cliilcl in the State between the 
ages of eight and fourteen years, without fixed 
employment, shall attend School at least six 
months in each year, and in case any parent or 
guardian shall neglect to send his or her child 
or ward to School, it shall be the duty of the 
Justice of the Peace to send a written admoni- 
tion to such delinquents, and if they continue 
to be negligent, to inflict such penalty as the 
General Assembly may direct, 
children in fac- s ECi 6. No child, under the age of fourteen 

tones must ' > ° 

attend school. y earSj shall be employed in any manufacturing 
establishment, or in any business in this State, 
unless such child has attended some public or 
private School at least six of the twelve months 
next preceding, and is permitted to attend three 
months every year in which such child shall be 
employed; any person who shall employ any 
child contrary to the provisions of this act, shall 
forfeit and pay for such offence a penalty of 
twenty-five dollars, to be appropriated to the 
support of Public Schools. 
Directors to eia- Sec. 7. It shall be the duty of the City or 
factories. rei in County Director personally, and as often as he 
shall think proper, to examine into the situation 
of children employed in manufacturing and other 
establishments, and ascertain, if necessary, by 
examination, whether they can read and write, 
and to report all violation of this act to a Justice 
of the Peace, that prosecution may be instituted, 



43 

and it shall be the duty of the Justice of the 
Peace, to prosecute for all such violations. 

Sec. 8. The Mayor and City Council of Bal- JSSut ml* a 
timore are authorized to adopt, without recourse trQant lawi 
to the General Assembly, such police regulations 
as they may deem expedient concerning truant 
children and absentees from School, to compel 
parents and guardians to send their children and 
wards, between the ages of eight and fourteen 
years, to some public or private School at least 
six months in each year, and to enforce the other 
provisions of Sections 5, 6 and 7 of this Chapter 
entitled "Of Pupils." 

CHAPTER VII.— TEXT BOOKS. 

Section 1. To secure harmony in the System uniform series of 
of Public Instruction, and to enable children 
moving from one County to another, to pursue 
their studies without interruption or unnecessary 
expense to parents and guardians; and also to pre- 
pare advanced pupils, uniformly, for the higher 
grades of instruction in High Schools and Col- 
leges, there shall be a uniform series of Text- 
Books used in all the Schools of the State, orga- 
nized under this law. 

Sec. 2. The uniform series of Text-Books shall By whom *e- 

lected. 

be prescribed by the State Board of Education, 
and contracted for by the State Superintendent, 
under whose directions they shall be distributed 
at cost, and five per cent, advance, to the Boards 
of School Commissioners, in quantities and at 
times as advised by them. 

Sec. 3. On or before the first day of July eachjjjj™^*?^" 
year, the several Boards of City and County ties ' kc - 
School Commissioners shall send to the office of 
the State Superintendent, a Schedule of Books 
and Stationery required for use of Schools in 



44 

their Cities and Counties during the following 
School year, stating when and in what quantities 
they shall be forwarded. Bills of books forwarded 
shall be made and sent to the Board of School 
Commissioners, who shall immediately pay for 
the same, adding five per cent, to the cost price, 
which shall be appropriated to pay the salary of 
the Book Clerk, and the other incidental ex- 
penses of the State Superintendent's Office, or 
as much thereof as may be necessary, connected 
with the purchase and distribution of the Uni- 
form Series of Text-Books. 
Accounts, how Sec. 4. The accounts for purchase and distri- 

to be kept. . 

bution of Text-Books and Stationery shall be 
kept separate and distinct from all other accounts 
connected with the office of the State Superin- 
tendent, and a full statement of contracts, re- 
ceipts and disbursements, shall be made annually 
to the Governor or General Assembly, and ap- 
pended to the report of said Superintendent. 
Books, how to be Sec. 5. The Boards of School Commissioners 
shall decide how the Text-Books and Stationery 
shall be distributed, and upon what terms they 
shall be sold, or the use of them be granted 
to pupils, provided always, that if the District 
Commissioner is of opinion that the parent or 
guardian of any pupil is unable to pay the 
expense of books, he may then permit the use 
of the books to such pupil free of all charge. 

CHAPTER VIII.— HIGH SCHOOLS. 

course of study. Section 1. There shall be for each County and 
the City of Baltimore one or more High Schools, 
in which instruction shall be given to males and 
females, in the higher branches of an English and 
Scientific Education, and in the Latin and Greek 



45 

Languages and Mathematics, sufficient to prepare 
youth to enter any one of the State Colleges, 
under control of the Council of the University of 
Maryland. The terms of admission to the High 
Schools shall be determined by the State Board 
of Education. 

Sec. 2. Whenever the Board of School Com- union nigh 

Schools. 

missioners of any two Counties shall think it 
expedient, they may, with the consent of the 
Board of Education, unite their funds and estab- 
lish at some convenient and central location, a 
Union High School which shall be open, upon 
same terms, to youth of both Counties. 

Sec. 3. Such Union High Schools shall be gov- how governed, 
erned by a joint Committee consisting of the 
County Directors and two members of each County 
Board, and shall be subject to the visitation and 
examination equally of the County Director of 
each County uniting to establish the School. 

Sec. 4. The State donations made to A cade- »ow supported, 
mies and Schools, consisting of an annual 
appropriation to each County, and now divided 
among several Academies, or paid to the School 
Commissioners for the General School Fund, 
shall constitute, together with such other dona- 
tions as from time to time may be made, or 
annual appropriations by the County Board, a 
High School Fund, and be used by the Board of 
School Commissioners, to aid in paying the 
salary of the Principal and other teachers of the 
High School. 

Sec 5. Suitable buildings for the High School ggJS*,;. 
together with a residence for the Principal, to be 
used also as a Boarding-house for students from 
distant sections of the County, shall be erected at 
the cost of the County, provided, however, that 
before proceeding to locate the High School, the 



46 



How kept in 
repair. 



To be visited and 
examined. 



To report. 



Military Drill. 



Board of Commissioners shall advertise and receive 
offers from the citizens of any District or Town, 
who may be inclined to provide suitable buildings, 
apparatus, &c, in order to secure the location of 
the High School in their neighbourhood. 

Sec. 6. These buildings shall be kept in repair 
at the County expense, and the title vested in 
the Board of School Commissioners. In all par- 
ticulars concerning Text-Books, course of study, 
and mode of discipline, the High School shall be 
under the control of the State Board of Educa- 
tion. 

Sec. 7. Each High School shall be visited and 
examined annually by the State Superintendent, 
or a Professor of the State Normal School ap- 
pointed by him. They shall also be visited at 
least once, each School term, by the School 
Director, who shall report quarterly to the 
Board the result of his observation, making 
such suggestions as he may think will improve 
the efficiency of the instruction and increase the 
benefits which the School is designed to confer, 
all of which shall be included in his annual report 
to the State Superintendent. 

Sec. 8. The Principal of each High School 
shall report annually to the Board of School Com- 
missioners. 

Sec. 9. In every High School of the State, and 
if practicable, in each College, Military Tactics 
shall form a department of instruction, and the 
General Assembly, from time to time, shall afford 
all possible facilities to foster and render efficient 
Military Instruction. 



Annual dona- 
tions continued. 



CHAPTER IX.— COLLEGES. 

Section 1. The annual donations to St. John's 
College, Annapolis, Washington College, Chester- 



47 

town, the Agricultural College in Prince George's 
County and the Baltimore Female College, are 
continued until otherwise ordered by the General 
Assembly, subject to the condition that they shall 
afford tuition in all the branches taught, and use 
of books free of charge to one student for every 
hundred dollars that such College receives from 
the State; shall report annually to the State 
Superintendent in such form as may be ordered 
by the Board of Education, and comply with all 
the other requirements of Article 84, of the Code 
entitled "Schools, and of their respective char- 
ters." 

Sec. 2. The sum of three thousand dollars shall Donations to 
on warrant of the Comptroller be paid annually and sciences, 
by the Treasurer to the Faculty of Arts and Sci- 
ences of the University of Maryland situate in 
Baltimore for the support of the College Depart- 
ment, said faculty to afford tuition in all branches 
taught and use of books free of charge, to one 
student for every hundred dollars received from 
the State. 

Sec. 3. The Faculty of Arts and Sciences of To report, 
the University of Maryland shall report annually 
to the State Superintendent according to such 
form as may be ordered by the State Board of 
Education, and comply with all other require- 
ments of Article eighty-four of the Code of Pub- 
lic General Laws, entitled "Schools," as they 
apply to Colleges. 

Sec. 4. St. John's College, Annapolis; Wash- university, 
ington College, Chestertown ; the Maryland Ag- 
ricultural College, Prince George's County; and 
the Faculty of Arts and Sciences, with the School 
of Medicine in Baltimore, and the Law School,* 

* The Maryland Institute might be included in the University 
organization, with an Endowment to aid the School of Design, and 
to establish a Professorship of Practical and Theoretical Mechanics. 



48 



Law School 
located in An- 
napolis. 



Who to have 



shall constitute the University of Maryland, to 
be controlled and governed as may be directed. 
Sec. 5. The Law School of the University of 
Maryland shall be located at Annapolis, and be 
connected with St. John's College, Annapolis, 
with the consent of the Board of Visitors of said 
College, and the sum of one thousand dollars is 
hereby appropriated, to be paid on the first day 
of April in each year, to the Board of Visitors 
of St. John's College to aid in supporting the 
Law School whenever it shall be organized to the 
satisfaction of the State Board of Education. 
For eve^ry one hundred dollars granted to the 
Law School, one pupil, a graduate of one of the 
Colleges of the University of Maryland shall 
enjoy all the privileges of Lectures and other 
instruction, free of charge. 

Sec. 6, Graduates of the High Schools of the 
city of Baltimore and of the several Couuties, 
shall always have preference for appointments 
to the privileges of free tuition in Colleges. 
Such appointments shall be made by the School 
Director and President of Board of District Com- 
missioners on the first day of July in each year. 
All applicants shall be examined and their fitness 
determined by the Faculty of the College to which 
they are appointed, and those who are not gradu- 
ates of High Schools must present satisfactory cer- 
tificates of scholastic ability, industry and good 
morals, before they can be examined for admis- 
sion to any College. 
Appointments Sec. 7. These appointments shall be divided 
among counties among the City of Baltimore and the Counties 
according to population,, and in case the City of 
Baltimore or any County does not by the first 
day of September, avail itself of the privilege of 
nominating students, then the vacancies may be 



49 

filled by the State Superintendent from applicants 
at large, so that the whole number of youth may 
enjoy the advantage designed to be secured through 
the State donation, and the system of Free Pub- 
lic Instruction in "Primary Schools, Grammar 
Schools, High Schools and Colleges, be realized. 

Sec. 8. The annual commencements for con- cummencwnenu 
ferring Degrees shall be held in the City of Bal- 
timore on the fourth day of July, under such 
regulations as the Council of the University of 
Maryland may from time to time announce : this 
shall not take effect until the Board of Education, 
after, consultation with the Regents of the Uni- 
versity, may direct, and shall in no way inter- 
fere with such usual literary exercises and class 
orations as are held at the different Colleges at 
the close of each collegiate year. 

TITLE III.— MODE OF SECURING COM- 
PETENT TEACHERS. 

CHAPTER I.— EXAMINATION OF 
TEACHERS. 

Section 1. It shall be the duty of the City or By whom exam- 
County School Directors to examine all candidates ined ' 
for the profession of Teachers in the presence of 
any members of the Board of School Commis- 
sioners, should they desire to be present, and 
to give each person found qualified a certificate 
setting forth the branches they are competent to 
teach, but no certificate shall be granted without 
satisfactory evidence of the moral character of 
the applicant. 

Sec. 2. The certificates issued shall be num- certificates, 
bered and registered for each City and County, 
in a book kept by the Director, and to be de- 
livered to his successors in office, and shall be 
1 



50 

denominated first or second grade, as the case 
may be. Certificates of the first grade shall em- 
brace Orthography, Beading, Writing, Arith- 
metic, Geography, History, English Grammar, 
Book-keeping, Algebra and Natural Philosophy ; 
and the second grade shall embrace Orthography, 
Beading, Writing, Arithmetic, Geography, His- 
tory and English Grammar. Blank certificates 
to be obtained from the State Superintendent's 
office, in same way that Text-Books and Sta- 
tionery are. 

Ape or Teachers. Sec. 3. No applicant shall be examined as a 
teacher, being a male, under twenty years of 
age; and if a female, under eighteen years of age. 
Sec. 4. No certificate shall continue in force 
longer than three years, unless issued from the 
office of the State Superintendent. 

Quarterly cxami- Sec. 5. The County School Director shall hold 
regular examinations at each quarterly meeting 
of the Board, and at other times, when requested 
by any District Commissioner. 

Re examination Sec. 6. Any teacher holding a certificate issued 
by a School Director may be examined at any 
time by the State Superintendent, or a Professor 
of the Normal School, deputed by the State Super- 
intendent, and if found deficient, the certificate 
shall be cancelled. 

Fee for ceruri. Sec. 7. Each teacher examined under this law, 
before receiving a certificate, shall pay to the 
Treasurer of the Board of School Commissioners 
the sum of two dollars if first grade, or one 
dollar if of the second grade. 

CHAPTER II.— TEACHERS' ASSOCIA- 
TIONS. 

object of Section 1. District, County and State Teachers' 

Assocmuon. Associations are recommended as an important 



51 

method of elevating the standard of Public 
Instruction by mutual conference, interchange of 
views and suggestions as to systems of teaching 
and discipline. 

Sec. 2. These Associations being voluntary, it to be encour- 
should be the care of the School Director and'* 86 
District Commissioners to aid in their organiza- 
tion, to encourage attendance, to secure compe- 
tent lecturers, and to impart such information, 
as they may be able, as will encourage teachers 
in their work, and fit them for the performance 
of their arduous and responsible duties. 

Sec 3. These Associations must assemble at when to meet, 
least once in each School term, on Saturday of 
some month, and may occupy any of the School 
houses. Stationery for the use of the meeting 
shall be furnished gratuitously by the Board of 
School Commissioners. 

Sec. 4. For the purpose of organizing Teachers' Howto organize. 
Associations and deciding upon the places of 
assembling, the School Director shall convene 
the teachers of contiguous districts, embracing at 
least twenty -five Schools, who may select a Presi- 
dent and Secretary, and adopt such By-Laws as 
may be deemed expedient. The School Direc- 
tor shall arrange the time of meeting of the sev- 
eral Associations, that he may attend all or as 
many as practicable. 

CHAPTER III.— TEACHERS' INSTITUTES. 

Section 1. A Teachers' Institute shall be held how often held, 
once in each year, to continue at least ten days, 
in every County that contains fifty teachers. 
Whenever a County has less than fifty teachers 
it may' then unite with an adjacent County; pro- 
vided, the joint number of teachers does not 
exceed one hundred. 



52 



Penalty for non- 
attendance. 



Notice to be 
given. 



Who to preside. 



Recess of 
Schools. 



Report to be 
made. 



Sec. 2. It shall be the duty of every teacher 
under penalty of a forfeiture of twenty-five dol- 
lars, to attend the Institute and remain through- 
out its entire session. 

Sec. 3. It shall be the duty of the County 
School Director to notify each teacher of the time 
and place of meeting of the Institute. 

Sec 4. These Institutes being designed as 
temporary Normal Schools, shall be presided over 
by the State Superintendent or a Professor of the 
State Normal School, assisted by the County 
School Director, and such members of the Board of 
School Commissioners who may elect to attend. 

Sec 5. During the session of the Institute 
there shall be a vacation of the Schools, and an 
appropriation shall be made to pay the traveling 
expenses of the teachers. The School Director 
shall select the place of assembling, and make 
such arrangements as will secure to the 
teachers a hospitable reception, and as far as 
practicable, freedom from expense for board 
during the session. 

Sec 6. The County School Director shall 
report to the Board of School Commissioners a cata- 
logue of the names of all persons who shall have 
attended such Institute, together with such other 
information as may be of interest. 



CHAPTER IV.— STATE NORMAL SCHOOL. 



Where located. 



School building. 



Section 1. There shall be located in the City 
of Baltimore, until the Board of Education other- 
wise direct, a State Normal School for the in- 
struction and practice of teachers of Public Schools 
in the science of education and the art of teach- 
ing and the mode of governing Schools. 

Sec 2. The sessions of the State Normal 
School shall be held in such suitable building as 



53 

may be provided by the Mayor and City Council 
of Baltimore, of they declining so to do, in such 
building as the State Superintendent may select; 
the rent being charged among the incidental 
expenses. 

Sec. 3. The Faculty of the Normal School shall Faculty, 
consist of two Male and two Female Professors 
appointed by the State Board of Education, and to 
have such salaries as they may direct. 

Sec. 4. There shall be in each year two ses- sessions, 
sions of the School, the first session commencing 
September 15th, 1865, and ending December 20th; 
the second commencing^ January 5th, 18G6, and 
ending April 5th, and so on for each and every 
year until otherwise ordered. 

Sec 5. The number of students shall not Number or 
exceed two huudred and fifty of both sexes. 
Males being not younger than seventeen years 
and females not younger than sixteen years, to 
be appointed as follows: two for each member of 
the House of Delegates and one for each Sena- 
tor, to be selected from the respective Counties 
and the City of Baltimore by the Board of School 
Commissioners, whom the said Board together 
with the School Director shall certify they have 
examined and approved as possessed of the 
qualifications required of teachers under this 
law; the object of the Normal School being, not 
to educate teachers in studies now required by 
law, but to receive such as are found competent 
in these studies, and to train them in the best 
methods of teaching and conducting Public 
Schools. Before any appointment shall be made, 
the applicants shall file a written declaration 
that their object in getting admission to the 
School is to qualify themselves for the employ- 
ment of Public School teachers, and that it is 



54 



Pay Students 
admitted. 



State Superin- 
tendent to be 
Principal. 



Model Schools 



their intention to engage in that employment 
within the State; and in case any students should 
fail to fulfil their obligation, they shall forfeit 
and pay thirty dollars for each session they have 
attended the Normal School, as recompense for 
their tuition and the use of text-books. If there 
be not a sufficient number of applicants from any 
County to fill the number of appointments, then 
the State Superintendent may fill all vacancies 
by selecting from among qualified applicants 
from any other portion of the State. 

Sec. 6. Iu addition to the students admitted 
from the Counties who shall enjoy all the privi- 
leges of the School and be furnished with the use 
of text-books free of charge, there may be 
admitted fifty pupils possessed of the required 
qualifications who desire to prepare themselves 
for the duties of teachers in private Schools and 
Academies, who shall pay in advance, the sum of 
twenty-five dollars per session, and purchase their 
own text-books; and be subject in every respect to 
the rules and regulations as other students are. 

Sec. 7. The State Superintendent shall be ex 
officio the Principal of the Normal School, shall 
prescribe the course of study and supervise the 
general curriculum in every particular not pro- 
vided for in this law. He shall make provision 
for Model Primary and Grammar Schools under 
permanent and highly qualified teachers, in 
which Model Schools the students of the Normal 
School shall have opportunity to practice the 
modes of instruction and discipline inculcated in 
the Normal School. The salary of the teachers 
of the Model and experimental Schools to be paid 
in part from the tuition fees derived from the 
pupils of said Model Schools. 



55 

Sec. 8. The annual sum of eight thousand dol- Appropriation for 

,. , support of Nor- 

lars is hereby appropriated for the support ot the mai school. 
State Normal School, to be paid to the State Su- 
perintendent in quarterly instalments, commenc- 
ing on the first day of October, 1865, (by the 
Treasurer on warrant of the Comptroller,) and to 
be distributed by the State Superintendent as the 
Board of Education may direct, but only for 
teachers' salaries, and the purchase of educational 
apparatus. 

The cost of text-books, stationery, fuel, light, IncideiltaI 
cleaning the rooms, &c, shall be charged to the expe " 8 
incidental expenses of the School and paid on the 
first day of January and first day of July in each 
year by the Treasurer upon warrant of Comp- 
troller and certificate of State Board of Education. 

Sec 9. All donations or bequests of money or Trust, 
other personal property and all grants or devises 
of lands for the benefit of the State Normal 
Schools shall be held in trust by the State Board 
of Education. 

Sec. 10. The sum of two thousand dollars is Furniture, 
hereby appropriated to purchase furniture for the 
Normal School, to be paid by Treasurer on war- 
rant of the Comptroller and certificate of State 
Superintendent of Public Instruction. 

Sec 11. All male students of the State Normal Military Tactics 

taught. 

School shall be taught Military Tactics, embrac- 
ing the Manual for Infantry, the School of the 
Company and Battalion, to qualify them to intro- 
duce a proper system of military instruction in 
the Primary Schools and High Schools of the State. 

Sec 12. The Adjutant General of the State Adjutant General 
shall upon requisition from the State Board of ° 
Education furnish to the State Normal School 
such arms and equipments as are needed for the 
use of the students. 



56 

TITLE IV.— SOURCES OF INCOME. 
CHAPTER I. 

Annual state tax Seotion 1 . Iii addition to existing County Taxes 
' now provided for by Public General or Local Law, 
a State tax of fifteen cents on each one hundred 
dollars of taxable property throughout the State, 
shall be levied annually for the support of Free 
Public Schools, which tax shall be collected at 
the same time and by the same agents as the 
General State levy, and shall be paid into the 
Treasury of the State, to be distributed by the 
Treasurer to the Boards of School Commissioners 
of the City of Baltimore and of the several Coun- 
ties in proportion to their respective population 
between the ages of five and twenty years. 

Free school Sec. 2. The Treasurer shall pay, as heretofore, 

to each of the Counties and the City of Baltimore, 
the proportion of the Free School Fund to which 
such County or City is entitled under the pro- 
visions of the laws and resolutions existing at the 
time this Act is adopted. 

Sec. 3. The several Colleges shall respectively 
receive the donations granted to them by laws or 
resolutions existing at the time of the adoption 
of this Act, subject to the conditions annexed 
thereto, all donations payable to any Academy 
or School or to the Common School Fund, to- 
gether with the four hundred dollars appropri- 
ated annually to certain Counties named in an 
act passed March seventh, one thousand eight 
hundred and sixty-four, entitled "An Act to add 
a new section to the eighty-fourth Article of the 
Code of Public General Laws of this State rela- 
ting to Schools," shall after the first of January, 
one thousand eight hundred and sixty-six, be 



Fund. 



l)r nations to be 
continued. 



57 

paid to the Board of School Commissioners to be 
applied by them only to the support of the County 
High Schools created under this law. 

Sec. 4. To enable the inhabitants of any County District Tax. 
or School District to make their Schools and 
School houses as complete as they may deem ex- 
pedient, a special County School Tax or School 
District Tax may be levied whenever the legal 
voters of said County or School District, at a 
General Election, or at the annual School Dis- 
trict meeting express by popular vote their desire 
for such additional tax. 

Sec. 5. Real and personal estate granted, con- Trust*, 
veyed, devised or bequeathed for use of any par- 
ticular County or any School District, shall be 
held in trust by the State Board of Education 
for the benefit of such County or School District, 
and such bequests shall be free from all State tax, 
commissions, &c. 

Sec. 6. Funds now invested and forming agf^wdtf 
part of the Public School Fund of any County, ^X n y d ,. 
and any additions hereafter made thereto shall be 
inviolably appropriated to the support of the 
Public Schools in said County ; and the General 
Assembly shall provide by law for the custody of 
such funds, in vesting them in the State Board 
of Education, to be held in trust for the benefit 
of the Counties to which they belong ; and for all 
purposes connected with the investment of such 
County funds the Judge of the Circuit Court 
shall be considered a member of and act with the 
State Board of Education. 

Sections 7, 8, 9 and 10, were inserted after the Bill was presented 
to the General Assembly. 

Sec. V. As soon as the Comptroller shall have comptroller to 
received from the City of Baltimore and the seve- oTscUoTt^x 
ral Counties, a return of the amount of the State ibVied ' 



58 

School Tax levied in each, he shall certify the 
same and the sum thereof to the State Superin- 
tendent of Public Instruction, who shall imme- 
diately thereafter, apportion the amount of the 
whole levy among the several Counties and the 
City of Baltimore, in proportion to their respect- 
ive population between the ages of five and 
twenty years, and shall transmit the whole ap- 
portionment to the Comptroller, and a statement 
of the amount apportioned to each County and 
the City of Baltimore to the Treasurers of the 
several Boards of School Commissioners of the 
Counties and the City of Baltimore. 
Times when Sec. 8. On the fifteenth day of June, the first 

be C a p°pom a oned all day of October, the first day of January, and the 
fifteenth day of March in each year, the Comp- 
troller shall apportion the amount of School Tax 
received by the Treasurer, among the several 
Counties and the City of Baltimore in proportion 
to the whole amount apportioned to each by the 
State Superintendent of Public Instruction, and 
he shall notify the State Superintendent of Public 
Instruction, and the Treasurer of each of the seve- 
ral Boardsof School Commissioners of the Counties 
and the City of Baltimore, of these amounts of lax 
due to each County and the City of Baltimore; 
and the Treasurer shall pay the several amounts 
within ten days after said notification upon the 
draft of the President and Secretary of the several 
Boards of School Commissioners aforesaid ; Pro- 
vided nevertheless, that no payment of said tax 
shall be made to any County or the City of Bal- 
timore until after the organization of the several 
Boards of School Commissioners on the second 
Tuesday of July, 1865. 
Abatements, &c. Sec. 9. When the whole levy of any year shall 
have been collected, the Comptroller shall appor- 
tion among the several Counties and the City of 
Baltimore, the amount allowed on the levy for in- 
solvencies and abatements, and shall transmit a 
statement of the same to the State Superintend- 
ent ; and to each County and the City of Balti- 
more a statement of the amount apportioned to it. 
Sec 10. Whenever any additional means may 
be required to build School houses, or support 
the Schools, the Board of School Commissioners 



59 

shall estimate and determine the amount, and 
report the same to the County Commissioners, 
who are hereby directed and required to levy the 
amount reported, collect and pay over the same 
to the Treasurer of the Board of School Commis- 
sioners. 



TITLE V.— UNIVERSITY OF MARY- 
LAND. 

CHAPTER I. 

Section 1. The corporate powers of the Univer- corporate powers 

enlarged. 

sity of Maryland are hereby enlarged so as to 
embrace in addition to the "Faculty of Arts and 
Sciences" situate in the City of Baltimore, the 
three Colleges receiving an annual State dona- 
tion, to wit, St. John's College, Annapolis ; 
Washington College, Chestertown ; the Agri- 
cultural College in Prince George's County. 

Sec. 2. The University shall be governed by a Board of Regent. 
Board of Regents consisting of the several Facul- 
ties as now constituted, together with those of 
St. John's College, Annapolis ; Washington Col- 
lege, Chestertown ; and the Agricultural College, 
Prince George's County. 

Sec 3. There shall be a University Council, university 
consisting of the State Board of Education, the 
Presidents of the Faculties of the affiliated Col- 
leges and of the Medical and Law Schools, and. 
four citizens, appointed by the Governor, eminent 
for their learning and zeal in the cause of Public 
Instruction. The Council shall advise with re- 
ference to the course of study and grade of attain- 
ment required for graduation ; but in all cases 
the examinations for degrees shall be conducted 
by the Faculties of the respective Colleges. 

Sec 4. All degrees shall be conferred by the Degrees 
Provost of the University of Maryland on the 



Laws. 



60 

fourth day of July, in the City of Baltimore; 
The Candidates for the Bachelor's degree shall 
be presented by the President of the College in 
which they have graduated. 

course of study. Sec. 5. The Council of the University shall 
appoint the course of study to be pursued in the 
High Schools, adapting the Classical and Scien- 
tific Course specially for admission to the Univer- 
sity Colleges. 

scientific degrees They may also confer degrees upon young men 
of Scientific attainments, Graduates of the Col- 
leges, although they may not have completed the 
Course of Latin and Greek Classics. Such degree 
shall be styled, Bachelor of Science. 

to make By Sec.' 6. The Council of the University shall 

make such By-Laws for their government as they 
may, from time to time, deem expedient. 



TITLE VI.— BENEVOLENT, REMEDIAL 
AND REFORMATORY INSTITU- 
TIONS. 

CHAPTER I. 

schools, fcc-an Section 1. That the duty of the State to pro- 

Asylum. . 

vide for the amelioration of that portion of her 
citizens who have been denied the full use of their 
mental or physical powers, and of those who by 
ignorance have been debased into criminals may 
be recognized ; it is declared, that this System of 
Public Instruction is designed to embrace, an 
Asylum for the Blind, an Asylum for the Deaf 
and Dumb, a School for Idiotic and Feeble- 
Minded Youth ; and other Benevolent and Rem- 
edial Institutions. Also Schools for the Instruc- 
tion of the inmates of the Penitentiary, County 
Jails and County Aims-Houses, for which it is 



61 

the duty of the General Assembly to make pro- 
vision as necessity may require. 

Sec. 2. All annual appropriations heretofore Appropriation, 
made for such Institutions are to be continued, 
and the State declares her readiness to foster and 
aid such Private Benevolence as may originate 
agencies designed to alleviate the sufferings of any 
class of her citizens. 

Sec 3. It shall be the duty of the Warden o f schools in peni- 
the Penitentiary with the advice of the Directors, 
and of the Warden of each County Jail, and of 
the Overseer of each County Aims-House, with 
the advice of the County Commissioners, to pro- 
vide the means of instruction for all the inmates 
of these Institutions who may desire to learn; spe- 
cially to have them taught Reading, Writing, 
Arithmetic and such higher branches as may be 
thought expedient. The expense of such Schools 
shall be paid as the other expenses of the Peni- 
tentiary, Jails and Aims-Houses are. 

Sec. 4. The Wardens of the Penitentiary and Teachers. 
Jails and the Trustees of Aims-Houses, may 
select a teacher from among the inmates of these 
Institutions, if after examination such person is 
declared fit to teach, or they may engage any 
Teacher who holds the certificate of qualifica- 
tion. 

TITLE VII.— AIDS AND ENCOURAGE- 
MENTS TO UNIVERSAL EDUCA- 
TION. 

CHAPTER I. 

Section 1. To aid in qualifying Teachers for Scholarships _ 
the High Schools, to encourage industry and to coii h eJ c s hoo,8and 
enable meritorious young men to continue their 
course of study in the High Schools and in the 



G2 



Scholarships, 
how divided. 



Applications, 
to whom made. 



Applicants to 
present Certifi- 
cate. 



Colleges connected with the University, Scholar- 
ships are established, fifty of which are High 
School Scholarships of fifty dollars each per 
annum, and fifty are College Scholarships of one 
hundred dollars each per annum. 

Sec. 2. These Scholarships shall be divided as 
follows : To the City of Baltimore, five High 
School and five College Scholarships. To Alle- 
gany, Baltimore, Carroll, Frederick, and Wash- 
ington Counties each, three High School and three 
College Scholarships. To Anne Arundel. Caro- 
line, Cecil, Dorchester, Harford, Howard, Kent, 
Montgomery, Prince George, Queen Anne, Somer- 
set,- Talbot and Worcester each, two High School 
and two College Scholarships. To Calvert, 
Charles and St. Mary's Counties each, one High 
School and one College Scholarship. 

Sec. 3. Applications for Scholarships must be 
made before the first day of June, in each year, 
whenever a vacancy will occur, to the Board of 
School Commissioners ; each application for a 
High School Scholarship to be accompanied by a 
certificate from the Teacher of a Primary or a 
Grammar School, that the applicant is fitted to 
enter upon the course of study required; and 
from five citizens of respectability, by whom the 
candidate has been known at least one year, that 
he is of good moral character, sound health and 
constitution, and likely to improve the advan- 
tages conferred upon him. 

If an applicant for a College Scholarship, the 
candidate must present a certificate from the 
Teacher of a Public High School or from some 
other Teacher of established reputation, that he 
will be fitted for College at the next commence- 
ment, and from five citizens of respectability, to 
whom he has been known, at least one year, that 



63 

he is of good moral character, of sound health 
and constitution and of laudable ambition to 
learn. When there are several candidates the 
Board of School Commissioners may require them 
to be examined by the School Director or some 
competent Teacher before deciding whom to 
appoint. 

If any City or County shall fail to present can- when state 
didates for Scholarships, the State Board of Edu- may appoint, 
cation, or they failing, the State Superintendent 
of Public Instruction may make the appointment; 
Provided always, that the person appointed shall 
be a resident of the City or County for which he 
is appointed. 

Sec. 4. Students so elected shall enjoy the student* to hare 
benefits of free tuition in the College to which certain colleges, 
they are appointed, those from Anne Arundel, 
Caroline, Charles, St. Mary's, Calvert, Howard 
and Frederick Counties, in St. John's College, 
Annapolis. Those from Dorchester, Worcester, 
Somerset, Talbot, Kent and Queen Anne Counties, 
to Washington College, Chestertown. Those 
from Allegany, Washington, Montgomery, Hart- 
ford and Prince George Counties, to Agricul- 
tural College, Prince George's County. Those 
from Baltimore City, Baltimore County, Carroll 
and Cecil Counties, to the Faculty of Arts and 
Sciences in the City of Baltimore. 

The students receiving High School Scholar- 
ships shall always attend the High School of the 
County from which they are appointed. 

Whenever students appointed to particular students may 
Colleges desire to exchange, they may do so with" a " 8e ' 
the consent of the School Director of the County 
to which they belong. 

Sec. 5. To each student so appointed, if for a High school 
High School, shall be paid by the Treasurer of C ° a " 1P " 



64 

the Board of School Commissioners for his County 
or City, at the end of each Scholastic year, not 
exceeding three, the sum of fifty dollars, upon his 
producing a certificate from the Principal of the 
School that he has been faithful in his studies, 
exemplary in his deportment, and ranks in Schol- 
arship among the first half of his class, 
college scholar- If a student in a College he shall receive, at 

ships. 

the end of each Collegiate year, not exceeding 
four, the sum of one hundred dollars upon pre- 
senting a certificate from the President, that he 
has been faithful in his studies, exemplary in his 
deportment, and ranks in Scholarship among the 
first half of his class, 
vacancies, Sec. 6. Selections to fill vacancies occurring in 

how filled. m n 

such Scholarships shall be made by the Boards 
of School Commissioners in like manner as the 
original selections. 
Female scholar- Sec. 7. To aid and encourage Young Women 

ships in Balti- ° ° 

coiie e emale * n tne pursuit °f the higher branches of know- 
ledge and to qualify themselves for admission to 
the State Normal School to learn the art of teach- 
ing, twenty-two Female Scholarships of seventy- 
five dollars each per annum are established. 
These Scholarships are designed to aid those 
young women who are designated by the Orphans' 
Court in each County and of the City of Baltimore 
to enjoy the privileges of free tuition in the Bal- 
timore Female College. • 

when and how Sec. 8. The amount of said Scholarships shall 
be paid by the Treasurer of the Board of Schooi 
Commissioners of the County or City at the end of 
each year, not exceeding three to any one student, 
upon her producing a certificate from the Presi- 
dent of the Baltimore Female College that she has 
been faithful in her studies, exemplary in her 
deportment, and ranks in Scholarship among the 
first half of her class. 



65 

Sec. 9. The sum of nine thousand one hundred Appropriation, 
and fifty dollars annually, or as much thereof as 
may be needed, is appropriated from the Fund 
known as the Surplus Revenue Fund to pay the 
Scholarships herein established. 

CHAPTER II. 

Section 1. Cheap Educational Tracts, Docu- Educationa , 
ments and Periodicals shall be issued to Teachers Tractf '• 
and others by the State Superintendent, as he < 

shall deem expedient. Also, Tracts explanatory 
of the School System of the State, containing such 
information as may be important to the advance- 
ment of sound instruction and good discipline. 

Sec 2. For the purchase, printing and distri- Appropriation, 
bution of such documents, the annual sum of two 
hundred and fifty dollars is hereby appropriated 
from the Surplus Revenue Fund. 

CHAPTER III. 

Section 1. For the further encouragement of school District 
Universal Education, District Libraries ought to 
be established in each School District under the 
care of the Teacher as Librarian. For this pur- 
pose the sum of twenty dollars per annum is or- 
dered to be paid to any School District, as Library 
money, as long as the people raise the same 
amount annually. 

The Books must be selected by the District how selected. 
Commissioner, from the Library list authorized 
by the State Board of Education. The amount 
required for Library money is appropriated from 
the Surplus Revenue Fund. 

CHAPTER IV. 

Section 1. For the further encouragement of 
Education, the State Superintendent is authorized 



67 



Books of refer- 
ence. 



Educational 
Museum. 



to subscribe to such Educational Journals as he 
may consider valuable, to be kept on file in hi s 
office or in the Normal School for the use of 
Teachers. The expense of such subscriptions 
shall be included among the incidental expenses 
of the office, but not to exceed fifty dollars per 
annum. 

Sec. 2. He will also keep for reference by 
Teachers and those interested in Public Instruc- 
tion, the rare and valuable works on Education, 
which by Section 10, of Chapter III. Title I. of 
this Act he is authorized to purchase. 

These Books and Journals, together with' such 
Text-Books and School Apparatus, Maps, Charts 
and Diagrams as may be sent to him from time 
to time, and all other objects of value, as being 
aids and encouragements to Universal Education, 
shall form an Educational Museum, to be enlarged 
by private benefaction or public appropriation. 



TITLE VIIL— MISCELLANEOUS. 



CHAPTER I.— COLORED SCHOOLS. 



When to be 
•stablisbed. 



Under whose 
control. 



Section 1. The Board of School Commissioners 
for each County, and for the City of Baltimore 
shall establish separate Schools for the instruc- 
tion of children and youth of African descent, 
between the ages of six and twenty-one years, 
whenever as many as twenty-five pupils claim 
the privilege of public instruction. 

Sec. 2. Such Schools shall be under the con- 
trol of the District Commissioners and be sup- 
ported and governed in the same manner, and 
in all respects be equal to the Schools designed 
for the education of other children, and be subject 
in every particular to the same rules and regu- 



67 

i 

lations as to teachers, text-books, School libra- 
ries, &c. 

Sec. 3. It shall be the duty of the City and Directors to vbis, 
County Directors to visit such Schools, once in 
each month, and to make special report of the 
progress of the pupils. They shall suggest such 
modes of teaching as may be specially adapted 
to the need of this long-neglected class of chil- 
dren, and advise the teachers so that they will 
be able to impart to them knowledge by such 
means as are best suited to their wants. 

Sec. 4. In the City of Baltimore and in each certain Taxe» 

^ to be appro- 

County, until Schools are established for theP riated - 

instruction of children of African descent, there 
shall be allowed and paid over to private Schools 
for the education of such children under the 
direction of Trustees, as the State Superinten- 
dent may direct, a portion of the State School 
tax and of* the City, County and District School 
taxes equal to the amount of taxes collected for 
School purposes, upon property belonging to 
persons of African descent. 

Sec. 5. Until separate Schools for children of JJgJJJj how 
African descent are established, no City or 
County shall be allowed to include any other 
than the white inhabitants between the ages of 
five and twenty years in the enumeration for 
distribution of the State School tax and State 
School funds. 

Sec 6, The State Superintendent may, if he superintendent 
think proper, select for the use of children in Books. 
Colored Schools other Text-Books than those 
prescribed by the State Board of Education. 



68 



CHAPTER II.— REPORTS FROM PRIVATE 
SCHOOLS AND ACADEMIES, AND COL- 
LEGES. 

Private school Section 1. For the purpose of collecting accu- 
to report ra f. e statistical information relative to all the 

facilities for education within the State, it is 
ordered that every teacher conducting a private 
School or Academy in the City of Baltimore or 
any of the Counties, and the proprietor of every 
Boarding School, shall on or before the first day 
of July in each year report to the Director of the 
City or County in which his School is located, the 
average number of scholars male and female, 
the number of months that the School has been 
in session, the aggregate cost of tuition and 
board, the course of study, value of its property, 
and such other information as will enable the 
Director to present to the State Superintendent a 
statement of the condition of such private Semi- 
naries of learning, 
conegeito Sec 2. The President of each College in the 

report. State established by private or denominational 

enterprise shall report annually on or before the 
first day of July to the State Superintendent, the 
condition of such College, the value of its prop- 
erty, amount of endowment, number of stu- 
dents, cost of board and tuition, and all other 
information that will enable the Superintendent 
to present to the General Assembly an accurate 
statement of the condition of the Colleges of the 
State, 
parochial Sec. 3. The requirements of this law apply to 

school, to report.^ p aroc hi a l or Denominational Schools of every 
grade, whether Free Schools or Pay Schools, con- 
ducted by individuals or associations. 



69 

Sec. 4. To secure uniformity and completeness 
in these reports, the State Superintendent is 
directed to prepare suitable .blank forms and to 
distribute them, when requested, to the parties 
concerned. 

CHAPTER III. 

Section 1. No City or County School Director, Jg"*°3»*^ 
nor any member of a Board of School Commis- tract - 
sioners shall be interested, directly or indirectly, 
in any contract for building School houses, or 
furnishing articles purchased for the Schools 
under his charge, whether for permanent use or 
immediate consumption. 



Additional Clause to Section 1, Chapter IX. page 47. 

[The following is appended as an additional clause to Section 1, Chapter 
IX. entitled " Colleges." Its object is to place the Baltimore Female College 
upon the same footing with regard to what is required of it, as all the other 
Colleges and Academies which receive State donations. The importance of 
sustaining the Female College cannot be too highly estimated. It will be the 
only active agency upon which the State can depend for the preparation of 
Young Ladies for the Normal School.] 

After the words "receives from the State," insert "in 
accordance with which requirement Sections 10 and 15, of 
Article 84, of the Code of Public General Laws, entitled 
'Schools,' shall be, and hereby are amended by striking out 
the word 'fifteen' and inserting 'twenty-two.' The above 
Colleges," immediately after this the remaining part of 
the Section follows: "shall report annually to the State 
Superintendent in such form as may be ordered by the 
Board of Education, and comply with all the other require- 
ments of Article 84, of the Code entitled 'Schools,' and of 
their respective charters." 



70 

Continuation of Section 2 of Chapter V. Page 27. 

All property, estate and effects, all money, all 
funds, all claims, all State donations, now vested 
by law in any County or School District, any 
Board of School Commissioners, any Board of 
County Commissioners, any Board of Inspec- 
tors of Primary Schools, any Trustee or Trus- 
tees of Primary Schools, or any other body of 
persons whatever, for the use and benefit of 
Public, Primary, Free or High Schools in the 
several Counties or any of them, are hereby 
vested in and transferred to the Board of School 
Commissioners of the County. 

And it shall be the imperative duty of all 
the parties aforesaid to convey, transfer and 
pay over, all such property, estate and effects, 
all money, all funds, all claims, all State do- 
nations to the said Boards of School Commis- 
sioners, except such grant or devise of lands, 
donations and bequests of money or other personal 
property designed as or now constituting such 
Permanent School Fund, as the State Board of 
Education may take and hold in accordance with 
the provisions of Section 3d, Chapter II. of Title 
I., and Sections 5th and 6th, Chapter I. Title IV. 
If any of the parties aforesaid shall refuse to 
comply with the provisions of this section, the 
Board of School Commissioners shall immediately 
apply to the Judge of the Circuit Court for the 
writ of mandamus to compel obedience thereto. 
Provided nevertheless, that the titles to all 
School houses and lots and all personal effects 
now held by any Board of School Commissioners, 
any Board of Inspectors of Primary Schools, any 
Board of County Commissioners, any County or 
School District, shall pass to the Board of School 
Commissioners without any formal conveyance. 



COMMENTARY 



Title I. Chapter II. Page 18. 

Section 2. Whenever State money is appropriated, 
the people have a right through some agent, responsible 
to the Executive, to make close inquiry into the detailed 
operation of the Institution receiving such donations. 

For the money donated there is an implied, if not 
declared, contract to perform specific duties. 

Hence this supervision and investigation are not imper- 
tinent, but highly proper and necessary. 

Sec 3. Funds are now held in several of the Counties 
for the benefit of Public Schools. They have accrued in 
various ways, but chiefly, according to the best knowledge 
that can be had, by allowing the annual State appropria- 
tions for the instruction of children of the last generation 
to accumulate, instead of being applied to their legitimate 
purpose. 

These Funds are carelessly invested and in more cases 
than one have been diminished by injudicious loans to indi- 
viduals. It is proposed to make the State Board of Educa- 
tion the legal Trustee for all such property, that which 
now exists and that which byHhe liberal action of philan- 
thropic citizens will be added to the store of wealth devoted 
to the cause of Universal and Free Education. 

No more responsible body exists within the State, and to 
it may be safely intrusted School Funds, with confidence 
approximating to moral certainty that they will be safely 
kept and duly appropriated. 



72 

By enactment, Title IV. Chapter I. Section 6, in order 
that the interests of each County may be fully understood 
and guarded, the County Judge is declared a member of 
the State Board of Education for counsel and vote on all 
questions connected with the investment and disbursement 
of these County School Funds. 

Chapter III. Page 21. 

Section 8. The additional charge of five per cent, is 
made to meet, as far as practicable, the cost of ordering 
and forwarding text-books, to pay salary of clerk and such 
incidental expenses as will necessarily connect with so large 
a business. 

Sec. 9. This is a most important feature. Its design 
is to save time and money ; to avoid those litigations which 
are the fruitful source of personal bitterness, and result in 
serious detriment to the Schools. 

The opinion of the States which have tested this question 
is unanimous in its favor, and the General Assembly is 
urged to examine most closely into its bearing upon the 
harmony and success of our School operations, before 
authorizing any course which may bring the Schools into 
Court. 

Sec. 10. We have in view the formation of an Educa- 
tional Museum containing in well arranged order, the pop- 
ular text-books in every department of instruction. Also 
such School apparatus now in use, and which may be 
invented for the purposes of object teaching or the illustra- 
tion of science. This Museum will be attractive and 
instructive to Teachers-and to all interested in Education. 

It will show the progress that from year to year is being 
made in modes of teaching ,fa progress as rapid and diver- 
sified as that which marks the machinery for the culture of 
the soil or for subduing the elements. 

The Library will place within the reach of practical Edu- 
cators sources of .valuable information. It will exhibit the 
plans adopted not only in America but also in Europe. It 



73 

will present the views of those eminent thinkers who have 
considered Education to be the noblest field upon which 
their giant minds can expatiate. It will show that the 
world of intellect is moving, and tell us that we, the people 
of Maryland, must move on, or be distanced in the race. 

Chapter IV. Page 23. 

Section 1. The relation which the Director will hold to 
the School Districts, into which the City or County is 
divided, is similar to that which tile Superintendent holds 
with reference to the Schools of all the Counties and Cities 
of the State. The Director must be a practical Educator, 
a master workman who understands what is to be done in 
the School room. An overseer who can decide whether 
the intellectual field is being successfully cultivated, good 
seed sown and abundant harvests reaped. He will be 
required to aid in organizing Schools, to look into their 
daily routine, and by personal examination judge, not only 
of the pupils' progress, but also of the teacher's capacity 
to instruct and to govern. He will be both the main 
spring and balance wheel of the Educational machine, and 
upon his intelligence and energy will depend the success of 
our effort in his County, more than upon any other officer. 

The Director will be the connecting link between the 
State Superintendent and the School Commissioners of the 
County. It will be his duty to familiarize himself with the 
detail of the School System, the authorized modes of 
instruction and discipline, the plans for organizing the 
classes, for dividing the time so as to give to each study its 
proper proportion, for opening and closing School, as 
arranged by the State Superintendent, and to put them 
into operation in his County. In this way there will be a 
certain degree of uniformity in the working of all the 
Schools of the State, and a direct channel of communication 
between the Superintendent and each School District. 

Did we need experience to ratify the plain teachings of 
common sense, reference might be made to that of our sister 
States who at one time depended for efficient supervi- 
10 



74 

sion upon a State Superintendent and Local or Township 
Trustees. 

That plan has been a failure; and after much groping 
about to discover where the trouble lay, they found that 
there was a missing link. That link has been supplied in 
the County Director. The outlays for Education in our 
State will be doubly productive under thorough and intelli- 
gent supervision by men well qualified, experienced and 
able to devote themselves entirely to the work. This plan 
embraces the City of Baltimore, where I am confident the 
wheels of progress are stayed for the lack of efficient super- 
vision of the Educational work, specially in the Pri- 
mary Schools. With a practical Educator giving his entire 
time and intelligence to the City Schools such uniformity 
and efficiency of discipline and teaching will be secured as 
will enable the officers to say, not "The Public Schools 
generally are in a good condition," and "many of them will 
compare with the best in the country," but to claim that 
all are good, and all compare favorably with those of any 
other City. 

I am authorized by George N. Eaton, Esq., who for ten 
years has been the efficient President of the Board of City 
School Commissioners, and has watched the working of 
the present system most closely and intelligently, to say, 
that in his opinion, the great want now, is an active, 
earnest and authoritative Supervision. 

The Superintendent of an adjoining State says concern- 
ing this mode of County Supervision, "The energizing 
agency of the system is becoming more and more efficient 
and potent every year, and the labors and influence of the 
Superintendents are being more appreciated by the people." 

The Director is charged with a supervision of School 
houses and sites as well as the examination of Teachers, 
because no School worjs. can be satisfactorily done without 
the convenience and comfort of properly built and judi- 
ciously furnished houses. 

If we are able to secure County Directors of due energy, 
zeal, intelligence and philanthropy, and can keep them 
faithfully at work, free from all social, local and denomina- 



75 

tional preferences, free from the entanglements and embar- 
rassments of partizan politics we may thank God and take 
courage that our new system will not be in vain. 

Chapter V. Page 26. 

The duties of District Commissioners correspond so closely 
with that of similar officers under the present Public Local 
Laws, that they need no explanation. 

It is thought that the mode of appointment by the State 
Board of Education instead of popular vote, and the 
lengthened term of office will secure faithful and competent 
gentlemen to perform the arduous and responsible duties. 

From all the information that I have been able to gather, 
I am inclined to advise that a change in the organization 
of the School Commissioners of Baltimore City would be 
attended with great advantage. While not prepared at 
this moment to say precisely what that change ought to be 
to meet practical demands, I am confident that a pro- 
longed tenure of office, four years, the same as that of the 
County School Commissioners would be desirable. The 
mode of appointment ought to be such as to secure as many 
practical Educators as possible, and to prevent the Board from 
being influenced or disturbed by the action and reaction of 
partizan politics. 

Title II. Chapter I. Page 33. 

Section 2. The object of the Annual School District 
Meeting is to awaken a direct personal and practical interest 
in Public Education. 

As sovereignty comes up from the people, and all Consti- 
tutions and Laws exist only by the will of the people, it is 
essential to secure the hearty co-operation of the people to 
advance the interests and increase the efficiency of the 
Schools. 

The parents and elder brothers of the children who 
attend School, the citizens and property holders in whose 
midst these children are to grow up and exercise the privi- 
leges of freemen are deeply concerned that Education shall 
be sound and complete in its several departments. 



76 

They are concerned that the School house shall be neatly 
built, an ornament to the District, and that the site shall 
be judiciously selected. They are concerned that the furni- 
ture shall be comfortable and suitable, that children may 
pursue their studies during the six hours oi the School 
session without being " cabined, cribbed, confined," their 
spines distorted into every imaginable sort of curvature, 
their muscular system taxed to balance their bodies upon 
the narrow benches, too high for the small boy, and too 
low for the tall boy. They are concerned to have kind 
and efficient teachers, good text-books, maps, black boards 
and all the simple apparatus for teaching. With them it 
is a direct personal concern, and therefore the voice of the 
people counselling, advising, but not controlling, ought 
to be heard. 

The District Meeting presents this opportunity, and if 
attended and directed by intelligent voters will be produc- 
tive of the most encouraging results. 

Sec. 3. Authorizes the voters to order a tax to be levied 
upon the property, within the limits of their School Dis- 
trict, for the benefit of their School. Thus the School 
House can be made as beautiful and convenient as the peo- 
ple desire. The facilities of Education can be enlarged so 
that no private Seminary will furnish better instruction ; 
and every thing can be done, that ought to be done, should 
the people so direct. 

It may be that many years will elapse before our people 
in every section of the State will work up to the full circum- 
ference of their duty in the matter of Public Schools, but our 
law should be framed so as to enable the performance of 
that duty. The law should provide the way, trusting that 
the people will have the will. In many sections these 
District Meetings will be the most interesting assemblages 
of citizens during the year, and the action taken in one 
District will be emulated by another, and so on until the 
noble contest will exist between Districts and between 
Counties, which shall have the best School Houses and the 
most perfect Schools. 



77 



Chapter II. Page 35. 



Section 1. The dilapidated condition of many School 
Houses in the State, is a shame and reproach to our sense of 
decency and humanity. To defective buildings and miser- 
able furniture may be attributed the inefficiency of Schools, 
and the utter disgust with which teachers of good manners 
retire from the work at the first moment that their contract 
sets them free. It is true that there are exceptions to the 
general rule, and in some Counties the children are pro- 
vided with comfortable tenements, but these exceptions are 
lamentably few. 

A letter received from a friend of Education says, "At 
present our Private and Public Schools, with few exceptions, 
are taught in places entirely unsuitable for Educational 
purposes. Dilapidated store-rooms, and rooms above stores, 
are the miserable dens into which our children are gathered. 
The streets are their only play-grounds." 

In a report of one of our County School Boards, I find 
the following: "Architects have displayed evidence of 
calculation for fitness and design in all buildings except 
in School Houses. The stable shows marked improvement 
for the comfort and convenience of its occupants, and even 
the pig-stye is improved, but the School House, the sanctum 
where the mind, the immortal mind, ' which connects hu- 
manity with divinity, and may forever glow in the lustre of 
a brighter day,' has been overlooked ; and unventilated, 
diminutive erections are made to answer the purposes of 
School Houses. It seems to have been forgotten that res- 
piration is an essential support of health and life, and the 
common pure air which God has poured out in world-wide 
abundance is, in a great measure, denied to the youth of 
our County, while endeavoring to obtain an Education." 

Such flagrant deficiencies should be immediately rectified. 
An ample appropriation ought to Ue promptly made to build 
and repair' School Houses, even if roads and bridges have, 
for a short period, to go without the annual sums which 
their hungry appetites demand. 



78 

Sec. 3. Provides that proper plans of School Houses with 
specifications shall be prepared in the office of the State 
Superintendent, according to which houses shall be erected. 
This is an important provision and will secure a neat and 
uniform architecture, with due regard to light, heat and 
ventilation. 

Plans might be adopted by which the frames of such 
houses could be prepared in the vicinity of large depots of 
lumber and sent to the School sites ready for erection. This 
would save money and enable the work to be accomplished 
in the least possible time. 

Chapter IV. Page 38. 

Section 2. In the opinion of many citizens of the City of 
Baltimore, who are friends and close observers of the work- 
ings of the Municipal School System, much may be done to 
elevate the standard of Education, and to increase its effi- 
ciency both in teaching and training. They specially 
desire to have the course of study adapted to the practical 
wants of a large portion of the Female Scholars by substi- 
tuting for some other branches, topics which will be of 
direct value as helps to the performance of the duties of the 
vocation in life to which it may please God to call them, 
the duties of wives and mothers. 

Our City Schools, thus far, have attained a fair degree of 
success, but to partake of the spirit of the wondrous times 
in which we live, they must progress in thoroughness of 
instruction, in judicious discipline and in expansiveness of 
aim. They need more well trained Teachers from the Pri- 
mary up to the High School, who will make the Public 
School equal in every respect to the best Private School. 
When such Teachers are found they ought to be retained 
by the most liberal salaries, and not be obliged, as too often 
is the case, to find full remuneration for their talent and 
skill by instructing a Private School. 

I take the liberty to incorporate in this Commentary, the 
following letter from one of the most benevolent and active 
workers in the cause of virtuous progress: 



79 

Baltimore, January 2$th, 1865. 
Rev. L. Van Bokkelen, 

Superintendent of Public Instruction : 

Dear Sir : — As you are engaged in the important work 
of preparing a system of Public School Instruction for the 
State of Maryland, will you pardon me for asking your at- 
tention to a subject which for several years has claimed my 
regard? It is stated in the thirty-fourth annual report of 
the Commissioners of Public Schools in Baltimore, that 
" more than nineteen-tioentieths of the pupils who pass 
through the Public Schools, get all the School Instruction they 
ever receive in the Primary and Grammar departments ;" 
and the inference is drawn by the Commissioners, from this 
fact, " that the Studies of the departments under consid- 
eration, must therefore be adapted to their immediate prac- 
tical needs." But the question occurs to my mind, are the 
branches usually taught in those departments — (Reading, 
Writing, Grammar. Arithmetic, Geography, History and 
Natural Philosophy) — indispensable as they doubtless are, 
sufficient for the ''practical needs " of the pupils? Ought 
not their only opportunity for education to have a more di- 
rect bearing upon the duties of actual life f In other words, 
ought there not to be in our Public Schools a clue propor- 
tion of industrial as well as of intellectual training ? I have 
been a manager of the House of Refuge for the past eight 
years, where it is well known that the boys are taught to 
work at various trades, and the girls are instructed in all 
the various employments of housewifery, in addition to the 
ordinary exercises of the Schools. I am satisfied that under 
this training they are better fitted for their future pasition 
as working men and women, than they could possibly be 
under the other system. Why should we not afford to 
honest children the same advantages we give to young 
criminals ? It may not be practical or advisable perhaps 
in the case of boys, whose usual trades require a long ap- 
prenticeship, and constant practice under the eye of a com- 
petent master, to make them skillful workmen ; but I am 
sure that even in the short time spent at School by the ma- 
jority of girls, much may be done to render them proficient 
in the duties of their future sphere — Home. 

The family has well been called " God's University," the 
School in which He has ordained that man shall be chiefly 
trained for happiness and usefulness on earth, and immortal 
bliss in heaven. Woman is its divinely appointed Teacher, 



80 

its presiding genius. While man goes forth to the rough 
tasks and stern struggles of life, she is to he a "keeper at 
home," to make it the abode of comfort, neatness, order, 
and virtue. The "home" is the corner-stone of the 
"State," and nothing can be worse for a nation than ne- 
glected, ill-managed homes. It is the testimony of an able 
English Reviewer, that "the want of domesticity among the 
women of the working classes is a great cause of most of 
the social evils which are a plague-spot upon the nation." 
Said an intelligent foreman: "There is no longer such a 
thing now as a poor man's wife. His helpmate is a bad 
economist, a bad cook; she cannot make his home com- 
fortable to him, and the consequences are that want, debt 
and disorder, and all that can make a man's home cheerless 
and irritating, take from him all regard for so useless a 
partner, and drive him to the ale-house." We trust the 
charge brought by this English writer is not true of Amer- 
ican girls, that " the majority of young women enter the 
married state wholly unfit to discharge the functions of 
their new office." The art of "making 'home happy' is 
not understood by them. They lack cleanly and tidy habits, 
habits of order, habits of punctuality. They are ignorant 
of cooking, washing, darning and managing a house;" 
and "this general want of handiness contributes more than 
anything else to the domestic misery of the common 
people." 

But to save our young women from such ignorance, and 
our homes from such wretchedness, ought not this most 
important "art ' to find a place in our System of Educa- 
tion? 

Again, a very large number of women are obliged to 
maintain themselves by their own labos. Female labor is 
very inadequately remunerated at best, and unskilled labor 
is almost equivalent to starvation. What drags so many 
thousand recruits annually into the dens of infamy which 
pollute the land, but the fact that women are paid for their 
work but about one-half the wages of men, and that those 
who cannot from ignorance, do their work well, are com- 
pelled to choose between starvation and dishonor ? Let 
them all have the chance to learn those domestic arts which 
will make them more valuable members of society, and 
enable them at least to secure an honest living. 

No girl should be ignoraut of these things, whatever her 
station in life, for if she has no occasion herself to put her 
knowledge into practice, she will be often called on to direct 
and assist others. Besides, in the mutations of fortune 



81 . 

which are constantly occurring, the rich of to-day, may be 
the poor of to-morrow. 

As to the question how such industrial training can be 
introduced into the Schools, it may require much thought 
and experience, and perhaps one or two failures, to solve 
the problem. But that it can and ought to be done, I am 
fully convinced. In the first place the " principles of do- 
mestic economy " can be taught by book, like any other 
Study. The laws of health, the necessity of order, clean- 
liness, ventilation, industry, economy can be inculcated by 
the teachers as well as the laws of Hydrostatics or Mechanics. 
Girls can be instructed in their future duties as wives, 
mothers, daughters or nurses, as well as in drawing, 
painting and music. Such works as " Miss* Beecher's 
Domestic Economy," or " Florence Nightingales' Notes on 
Nursing " might be made text-books, and it would be easy 
to teach the Scholars how to buy food to the best advantage, 
how to make a frugal use of provisions, and to give them a 
few good plain, rules of cooking, by which wholesome and 
nourishing meals might be prepared in an economical man- 
ner. Two or three afternoons each week might be profita- 
bly devoted to the art of sewing, or rather of making gar- 
ments, cutting out and stitching, either by the patient 
needle or the rapid machine. Mending, knitting, darning, 
crocheting and embroidery should also be included in the 
course. It would be easy to find work enough for the 
Scholars in preparing their own clothes, or garments for 
their families ; or if that resource should fail, doubtless the 
" Association for the Poor " would be glad to avail itself 
of the services of so many little busy workers. 

An additional School might be opened — a sort of High 
School — where those who desired such instruction might be 
taught 'practically and thoroughly all the necessary arts of 
cooking, washing and ironing, sewing, with the machine 
and without, and nursing. The younger Scholars might 
occasionally be taken to this School by their teachers, where 
they could see the various processes exemplified in prac- 
tice, and have them properly explained to them. 

If to all this it is objected that it would take time which 
ought to be given to more intellectual Studies ; the answer 
is that these things have been proved to be as important in 
their place, as any other Studies, and if it must be so, take 
the time. But we believe further, that such a course would 
not in the least injuriously affect the mental training of the 
children, but be of positive benefit even in that respect. 
11 



The testimony of the celebrated Miss Carpenter, o\ Eng- 
land, is : "I feel confident from my experience and obser- 
vation, that the real education of the working classes would 
be improved by devoting three hours a day, instead of five 
or six to direct intellectual instructions ; the faculties of the 
children being strengthened and trained in other ways by 
industrial occupation, which developes many powers com- 
paratively untouched by book learning." Rev. Mr. Mor- 
rison, Rector of the Free Church Training School in 
Glasgow, well says : " I hold it to be an axiom in educa- 
tion that no lesson is given, until it has been received. As 
soon therefore as the receiving power of the child is ex- 
hausted, anything given is useless, nay injurious, inasmuch 
as you thereby weaken, instead of strengthen the receiving 
power." 

But I must not protract this letter, already too long. If 
you can accomplish anything towards introducing the 
industrial element into our public School system, I firmly 
believe that thousands of future " happy homes " through- 
out our Commonwealth will hold your name in warm regard 
as a public benefactor. 

Most respectfully, yours, 

FRANKLIN WILSON. 



Chapter IV. GRADED SCHOOLS. 

Sec. 3. Education must necessarily be somewhat imper- 
fect in a School of fifty or more children of various ages 
from six to eighteen years and pursuing every branch of 
Study, from the Alphabet to Algebra. 

It is impossible for one Teacher surrounded by a groups 
of such diversified attainments, and of such multifarious 
desires, each one clamorous to be heard first or else careless 
whether he is heard at all ; to accomplish half his work in 
the brief six hours of School work. The amount of labor 
to be performed is too great to be efficient. Could the 
Teacher divide the children into three or four classes, 
grading them according to their degree of advancement, he 
would be able to give ample attention to every branch of 
Study and would accomplish in one term more than now is 
done in the whole year. 



88 

For this purpose whenever it is practicable, as it will be 
in many Towns and Villages, instead of having two 
Schools located merely for the convenience of access and to 
save children the trouble of a long walk, which means, to 
deprive them of healthful exercise, let the Schools be graded 
into Primary and Grammar, each child attending where he 
is fitted to be. Much can be accomplished by a skilful 
Teacher even in our mixed Schools, but nothing in com- 
parison with the result in a School where the pupils are 
arranged according to attainments and taught in large 
classes, each class receiving a fair degree of instruction, 
instead of the attention of the Teacher being engaged by 
two or three advanced pupils and as much time occupied as 
would suffice for a class of fifteen or twenty. 



Chapter V. Page 40. 

Section 1. We anticipate much difficulty for a few years, 
in procuring well taught and capable teachers for our Public 
Schools. Yet, without them, we cannot reach the results 
which must be obtained before we can, in the least degree, 
be satisfied with the School System. 

Until the State Normal School has furnished teachers 
from its graduates, we will be obliged to depend upon rigid 
examinations, in every instance. No person should be per- 
mitted to teach because holding a diploma from a High 
School,- Academy or College, for experience proves that 
graduates are not always skilful teachers. 

Incompetent teachers not only render the system unpopu- 
lar, but they defraud children of knowledge and the State 
of property. Because of their neglect of duty or ignorance 
of their vocation, Public Schools have literally degenerated 
into Common Schools ; and Instructors have little more 
than the claim of superior muscular strength to entitle 
them to the name of School Master. 

To make examinations accurate and searching they must 
be conducted by practical Educators. Hence they are com- 
mited to the State Superintendent, to the County Directors, 



$4 

to Professors of the State Normal School and to such other 
competent Teacliers as the State Superintendent may- 
appoint. It is designed to conduct these examinations 
according to a prescribed form, and to have all the neces- 
sary directions, with lists of questions, &c. issued by the 
State Superintendent, that, as far as practicable, there may 
be a fixed and uniform standard of merit throughout the 
Commonwealth, not the highest desirable standard, but one 
below which no applicant can fall and be accepted as quali- 
fied to teach. 

In reply to criticisms, perhaps more severe than just, 
upon the incompetency of teachers; it has been said with as 
much truth as pleasantry, that the State has received a full 
return for what she lias paid. Poor pay can claim only 
poor teachers. 

It is certainly true that the salaries of teachers have been 
entirely inadequate to their comfortable support. A good 
mechanic and, lately, a day laborer earns better wages than 
the most faithful teacher in our County Schools. Outside 
of the City of Baltimore the salaries are small, and although 
the prices of the necessaries of life are more than two-fold, 
no addition has been made to the originally insufficient 
income. We must pay a liberal price to secure and retain 
competent instructors. Young men and women must be 
encouraged to prepare themselves for the duties of Public 
Instruction by the assurance of a fair recompense for their 
arduous and patient labor. This seems to have been for- 
gotten, and teachers, like preachers, are expected to work 
for nothing. 

If we seek for educated labor in any kiad of business, the 
mechanic, the clerk, the lawyer, the physician; we do not 
get it without paying for it. We must pay with equal 
liberality for teachers unless we wish to drive men of talent 
and capacity from our State, and have inexperienced and 
illiterate pedagogues to take their places. 

The teacher ought to be a gentleman, of good manners 
and good morals, a model of courtesy to the children. 
Such a teacher is of worth beyond price. Happy the 



85 

County that finds him, knows how to appreciate, and is 
liberal enough to retain hira. 

In the States north and west a large proportion of prin- 
cipal and assistant teachers are females, and in many 
sections of our own State female, teachers are more in num- 
ber than male. In Baltimore City there are forty-seven 
males and three hundred and ten females now engaged in 
the Schools of various grades. 

The proportion is certain to increase because of the 
demand for young men occasioned by the war. In this 
connection, it is .worthy of remark that the efficiency of 
Schools under female instruction is laudably commended by 
all the reports of State Superintendents which I have 
examined. These teachers excel, not only in patient work 
and prudent discipline, but manifest a tact for government 
which is more potent than the strong arm and threatening 
word of the male teacher. Under such circumstances, it is 
the counsel of true wisdon to prepare for the inevitable 
event, inevitable, but not lamentable; the placing of well 
trained young women in charge of all the primary, and 
many of our grammar Schools. Heretofore nearly all our 
agencies have worked to prepare young men for the voca- 
tion of teachers. Hereafter we must, at least in equal 
degree, prepare young women, and encourage them to 
attend our City and County High Schools, to avail them- 
selves of such collegiate education as the State affords in 
the Baltimore Female College, and finally to study the art 
and science of teaching and make themselves experts in 
their art bj{ attending the State Normal School. 

Chapter V. Sections 5, 6, 7 and 8. Pages 42, 43. 

The design of these enactments is to compel parents to 
send their children to the primary School and to prevent 
manufacturers from employing children who cannot read 
and write, unless they grant them the facilities for such 
moderate degree of instruction. 

The general principle upon which this provision is 
founded, has been stated and briefly discussed in the prefa- 
tory remarks to this Keport. 



86 

It seems to be nothing more than simple justice to those 
who are taxed to build School houses, to pay teachers and 
other expenses, that the benefit designed to be secured 
should reach its object. The child is too young to have 
any election in the matter.. He is not competent to judge. 
He must be controlled, trained up in the right way ; that 
is, must be sent to School. This is first, the duty of the 
parent and guardian, but if they fail, it becomes the duty 
of the State, a duty to be enforced by such humane and 
prudent regulations as a wise legislation may suggest. 

If this be not done, ignorant and unnatural parents, or 
covetous masters can defeat the benevolent intention of 
Free Education, and deprive children of instruction, 
causing them to grow up without knowledge to prepare them 
for the duties and privileges of citizenship. This law inti- 
mates no interference with parental rights. It guards the 
rights of the child when the parent neglects them. 

It suggests no novel or strange expedient. Similar pro- 
visions exist in the School systems of other States, and are 
deemed essential to a just enforcement of the law, both as 
regards duty to children, to tax payers and to society. 

Sec. 8. The attention of the Honorable Senators and 
Members from the City of Baltimore is earnestly directed to 
the truant system as adopted in the City of Boston. Some 
enactment of similar purport would be of incalculable good 
to our Metropolis, not only in diffusing the elements of 
Education by bringing children to School, but in pre- 
venting disorder and crime, now too prevalent. The 
necessity of such a law must be obvious to every citizen 
who has occasion to frequent the outskirts of the City, 
where vagrant boys congregate and commit offences against 
civility and decency. 

By reference to the statistics of the Baltimore City 
Schools as exhibited in Table A, it will be seen that 
out of sixteen thousand and eighty-six children regis- 
tered as connected with the Schools, the average daily 
attendance is only ten thousand seven hundred and fifty- 
four. Thus for each day we have five thousand three hun- 
dred and thirty-two absentees or truants, being the very 



87 

large proportion of nearly one-third. One such fact is 
better than a volume of arguments. 

Chapter VII. Page 43. 

Section 1. A uniform series of Text-Books is recommended 
for economy and convenience, as well as to secure the same 
system of instruction in all portions of the State. Thus a 
child moving from one School District to another, or from 
one County to another will be able to continue his studies 
without interruption, without any expense for new books. 
Purchasing from the publishers, the books will be procured 
on the cheapest terms, and distributed to the City and 
County authorities at the smallest possible expense. 

It would be impracticable to employ any existing agencies 
for the sale of books in the larger number of the Counties, 
simply because they do not exist. Out of our large towns 
there are no book stores which keep a general assortment of 
books, and even if there were, the custom of past years 
would prevail and all orders be sent to Baltimore. 

It is supposed that the five per cent advance charged 
upon the books and stationery distributed will pay the salary 
of clerk and incidental expenses of the Book Department 
of the State Superintendent's office. 

Chapter VIII. Page 45. 

Sec. 4. The Academies of Maryland educated some of the 
most distinguished citizens of the past generation and now 
are remembered with affectionate regard by those who knew 
them in the day of their strength. Many of these Acade- 
mies have ceased to exist. Others are struggling on, doing 
the work of ordinary Grammar Schools, and that very im- 
perfectly. The funds once appropriated to their support 
have been divided, or else entirely diverted from the Acad- 
emy to the Primary School Fund of the County. Thus we 
have, with a few honorable exceptions, no Academies wor- 
thy of the name, and youth are obliged to frequent expen- 
sive private Boarding Schools in order to be prepared for 
College. 



88 

It is proposed to bring back the Academic funds or dona- 
tions to their original and legitimate purpose ; and, if pos- 
sible, increase them so as to secure liberal salaries to com- 
petent teachers of talent and skill, teachers of classical 
knowledge and capable to instruct in all branches required 
for matriculation into the State Colleges. Youth will then 
not be obliged to leave their County, or be far removed from 
parental supervision until ready for College. Heavy ex- 
pense will be avoided, and the home feeling and associa- 
tion strengthened. 

In addition to these practical advantages, which will be 
readily appreciated by parents, the re-establishment of 
County Academies, to be known in the Law as High Schools, 
will form the second connecting link between the Primary 
and Collegiate System of the State, and no youth will be 
obliged to leave Maryland, or even his own County to qual- 
ify himself for active business or for the study of. a Profes- 
sion. He will find near home, Primary, Grammar and 
High Schools. 

The terms of admission to High Schools are left to the 
discretion of the State Board of Education, because it is 
uncertain whether salaries sufficiently liberal to secure Pro- 
fessors of the highest ability can be provided from State 
and County appropriations. The price of tuition ought of 
course to be small, not exceeding fifteen or twenty dollars 
per annum, and arrangements should be made for the 
remission of the whole amount or a portion, whenever it is 
required by the circumstances of the parents of a student. 

In several counties the original Academic organization is 
continued. These Academies would re-organize as High 
Schools, and work under the new system, with increased 
energy and efficiency. In Table B, a list of Academies is 
given, together with such matters of interest as have been 
reported to me. 

Instruction in Military Tactics, as a part of the High 
School curriculum for male pupils, ought to be diligently 
fostered. Our Schools for the future have to be made ' the 
School of the soldier as well as of the man of business and 
the man of letters. It would be well to introduce the ele- 



89 

mentary evolutions of the Company Drill into our Primary" 
Schools, so that youth can be taught all movements that 
can be executed without the musket, and be prepared for 
instruction in the Manual when they reach the High School. 

Such Military Drill will be conducive to good order and 
precision, will cultivate habits of neatness and prompt- 
ness, and help to develop the physical system. It will also 
prepare youth for the duties of citizenship, one of which is 
to defend the Government whenever assailed. 

When our Schools are organized I will urge upon the 
General Assembly such enactments as will make all of them 
Schools for training soldiers, imparting to youth, at the 
earliest age, the idea that they are to be prepared to defend 
their flag and risk life for the safety of the Nation. 

In Cecil County the High School system has been inau- 
gurated. The^ following report by Mr. Ellis, shows what 
progress has been made, and the Circular of the School 
exhibits the advanced course of study proposed. 



HIGH SCHOOL ENTERPRISE. 

The Legislature at its last session transferred the Acad- 
emy fund, eight hundred dollars, to this Board, but by the 
same act required us to establish three High Schools, one 
at Elkton, one at Port Deposit, and one at the Rising Sun. 
The only provision for the support of these three Schools 
is. the eight hundred dollars above named, and the addi- 
tional four hundred dollars granted to this in connection 
with all other Counties, by a special act at last session. 
Neither act declares expressly that these funds are to be 
appropriated to this special object, as the money goes into 
one general fund without special direction. 

Our Board however, anxious to carry out as far as possi- 
ble the direction of the Legislature, has passed to the credit 
of each of the proposed High Schools, the sum of four hun- 
dred dollars. 

In making the attempt tft establish the Schools however, 
they have found it wholly impossible to establish more 
than one with their limited means. 

The tender of the use of the Elkton Academy Building, 
&c, has led to that effect at Elkton. For this purpose we 
have pledged out of the general fund (in addition to the 
12 



90 

four hundred dollars) the sum of one thousand dollars to 
afford to the teacher or teachers, certain salaries. 

The one thousand dollars we expect to be refunded to us 
by the tuition fees set forth in the annexed Circular. The 
School opened the seventh of November last, with some 
twenty-two pupils in attendance. At the resumption of 
the duties of the School on Tuesday next, there will be a 
large increase, and we have every prospect of a successful 
enterprise. 

The other two Schools must await the result of this ex- 
periment or the future action of the Legislature. 

Male and Female Central High School of Cecil 
County, at Elkton. 

Wm. H. Zimmerman, Principal. John Timanus, Assistant. 

The purpose of this Institution is to stimulate the whole 
system of Public Schools in the County by holding out 
the inducement of a higher education to those pupils whose 
good conduct, industry and succes qualify them for admis- 
sion. 

It is designed to effect a greater development of individ- 
ual character, and a more thorough mental and moral 
training than is practicable in the Primary Schools. 

Students will be carried through a regular Course of In- 
struction, and thus be prepared for the pursuits of Com- 
merce, Manufactures, and the Practical Arts; for the dis- 
charge of the duties of Teachers, or for the higher pursuits 
of Collegiate or Professional Study. 

Candidates for admission must produce testimonials of 
good moral character; and if from another School, evidence 
of regular dismission 

Students are admitted only on examination. Candidates 
for the First Class are examined on the following branches: 
Orthography, Reading, English Grammar, Geography and 
Arithmetic. 

Candidates for advanced standing are received at any 
time; but will be examined on the studies previously pur- 
sued by the class they propose to enter. 

After the current Quarter which ends on the fifteenth of 
February next, students will be required to pay the full 
Quarterly Tuition. 

Candidates for a partial course are examined only in ref- 
erence to their qualification to pursue that course. 



91 

The Scholastic year is divided into "four Quarters — thus: 

First Quarter — From September first to November twen- 
tieth. 

Second Quarter — From November twenty -first to Febru- 
ary fifteenth. 

Third Quarter — From February sixteenth to May first. 

Fourth Quarter — From May second to July twentieth. 

Vacation from twentieth of July to September first. 

Tuition Fees: — For the First Class — Four dollars per 
Quarter. 

For the Second Class — Five dollars per Quarter. 

For the Third Class, French and German excepted — Six 
dollars per Quarter. 

For the Fourth Class, French and German excepted — 
Eight dollars per Quarter. 

An extra charge of $ per Quarter for each of the Mod- 
ern Languages, French and German, and for Drawing and 
Painting. 

Class Books (except for Modern Languages and Orna- 
mental branches) Stationery and Fuel will be supplied by 
the Board, for which a moderate charge per Quarter will be 
made. 

Pupils from other Counties will be admitted upon the 
same terms as the children of our own County, until other- 
wise ordered by the Board. 

A Public Examination of the Students will be held at the 
close of every Quarter. 

Board of Visitors: — James T. McCullough, Hiram McCul- 
lough, R. D. Jamar, Esqrs., Dr. Joseph Wallace and Rev. 
James Mclntire. 

F. A. ELLIS, 
President of Board of Commissioners of 
Public Schools of Cecil County. 
Wm. Torbert, Secretary. 

Chapter IX. Page 46. 

Sec. 1. In connecting with the System of Public School 
Instruction the several State Colleges, we declare our pur- 
pose not to stop short of a complete Educational System. — 
These Colleges have for many years received annual State 
donations and have in return rendered the State the 
service required by law. But they have languished and 
felt that general depression which has been the character- 



92 

istic of nearly all of our Educational Institutions. Under 
a more energetic System, their powers can be resuscitated, 
and their agency made efficient for any literary and scien- 
tific work the State may require. These Colleges are so 
located as to he convenient of access to Students from all 
sections of the State. Their buildings are commodious, 
those of St. John's, Annapolis, extensive and beautiful. — 
Their Apparatus and Educational facilities are reasonably 
good ; but they need to be energized, to be aroused from 
their inactivity, and to be put at vigorous work. This can 
be done by efficient State aid, and especially by so directing 
the Primary and High School course of Study, that it will 
have direct reference to the State Colleges. 

Should the Legislature decide to pay to the Visitors of St. 
John's College the sum of money declared by the Court of 
Appeals to be due to them, they will be able, when per- 
mitted to re-occupy their premises, to support a Faculty of 
great eminence in Science and Literature. 

By an application of the United States donation of pub- 
lic Lands to the Agricultural College and connecting there- 
with thorough Military discipline and instruction, we can 
have a well endowed Scientific College, and secure to our 
young men every facility, and cause those of other States to 
come and share the privileges so bountifully provided. 

These Colleges are designed to furnish Free Tuition and 
use of Books to one Student for every one hundred dollars 
of annual State donation. Thus in St. John's College, An- 
napolis, the State is .entitled to thirty Scholarships ; in 
Washington College, Chestertown, to thirty Scholarships; 
in the Agricultural College, to sixty Scholarships ; in the 
Baltimore Female College, to twenty-two Scholarships. — 
These will be used by the graduates of High Schools, who 
with the aid and encouragement of the State prizes referred 
to under Title VII. of the Bill, will enjoy the advantage of 
the highest intellectual culture. 

Sec. 2. The only portion of the State not provided with 
proper Collegiate facilities by general appropriation is the 
City of Baltimore. Here there is no College for young 
men to which the High School graduates can be admitted 



93 

free of expense. To meet this difficulty and to dp justice 
to the City of Baltimore, and to give to its meritorious 
youth equal opportunities with those of the Counties, it is 
proposed to endow the "Faculty of Arts and Sciences" of 
the University of Maryland, with three thousand dollars 
per year, the same amount which is donated to Washington 
and St. John's Colleges, and to require free Tuition with 
use of Text-Books, for thirty Students. This Faculty has 
been in successful operation since the year 1854, aud ranks 
equally with any College in the State for effective instruc- 
tion. It has a valuable property and with a small appro- 
priation for Scientific Apparatus, can be made one of our 
most efficient Colleges. 

Sec. 6. The suggestion concerning the Law School at 
Annapolis, merits careful attention. No locality more 
suitable can be sefcjpted than the State Capital, where the 
Court of Appeals holds its sessions, and where the State 
Library with its valuable collection of Law Books will be 
open to the Students. Baltimore City now has a Medical 
School renowned for the skill and Scientific attainments of 
its Professors, with an Infirmary offering every facility for 
Clinic Lectures and Study. 

The Law School will complete the provision for Profes- 
sional Education and give to Maryland, within her own 
borders, every opportunity for Instruction that her sons can 
desire. The Colleges combined with the Medical School 
and the Law School, will form the University of Maryland, 
the plan of which is developed under Title V. and explained 
in the comment thereon. 

Title III. Chapter I. Page 49. 

The present difficulty in procuring teachers of even ordi- 
nary skill and ability commends the aim of this title of the 
Law to most thoughtful consideration. We need a home 
supply of teachers, for none will take so earnest an interest 
in our Schools as they who claim to be fellow-citizens. 
For the present, we will have to depend to a great extent 
upon persons prepared to teach in the Schools of other 



94 

States and drawn to us by our judicious system and liberal 
return for services rendered. 

Such applicants will be tested by examination before 
being placed in charge of a School. 

We have now many teachers, Male and Female, of 
various degrees of qualification, engaged in our City and 
County Schools. They are doing the best they can, but 
never having enjoyed the advantages proposed to be here- 
after offered, are necessarily ignorant of many of the duties 
required of them. Such teachers will undoubtedly avail 
themselves of the privileges and opportunities connected 
with the Associations and Institutes, and thus become 
qualified for -the performance of their work. It is not 
strictly just to complain of the inefficiency of teachers 
while nothing is done for their improvement, or while the 
stipend is so pitifully small, that it offers no encourage- 
ment to such self-culture as is essential to produce a capable 
instructor. 

Chapter II. Page 50. 

Every effort ought to be made to render the Teachers' 
Associations and Teachers' Institutes attractive and in- 
structive. The Associations are assemblies of Teachers 
from one, two, or more Commissioner Districts, as may 
be convenient, for mutual conference, interchange of 
views with reference to teaching and discipline, and discus- 
sion of practical Educational questions. The Association 
selects its own officers and arranges its own exercises. The 
County Director is expected to be present and give his aid 
to render the exercises as profitable as he can. Such meet- 
ings are attended with very good effect. They make 
teachers acquainted with one another, they create a profes- 
sional ambition, an esprit du corps animating and encour- 
aging. They will prove seasons of refreshing from which 
the teacher will return to his work with new ideas and 
vitalized energy. Should citizens interested in Public 
Instruction be inclined to favor the Associations with their 
presence and take part in the deliberations, it will increase 
their interest and influence and, what is better, convince 



95 

the teachers that they are not without the sympathy of 
those who are laboring in less difficult spheres of duty. 
Such evidence of interest is earnestly invoked. Should it 
be extended, it will be one additional element of strength 
to our new system, by operating as an incentive to the 
teachers to prepare themselves for the exercises to which 
they are appointed by the officers of the Associations 

Chapter III. Page 51. 

Teachers' Institutes are temporary Normal Schools, 
and designed to accomplish, partially, for teachers now 
engaged at their profession what the Normal School will 
do for those who design to fit themselves for the charge 
of Public Schools. They have been organized in every 
State now claiming to have a successful system, and the 
testimony in their favor is not only unanimous but most 
emphatic. I quote the following: "These Normal Schools 
have been in session from ten to eleven days each year 
since I commenced my official term. The interest mani- 
fested in them by Teachers and Educational men, at first 
moderate, is now intense; and it is truly gratifying to hear 
many of the attendants upon these sessions frankly declare, 
at the close, that they are able to teach better than before. 
There is no doubt in my mind of the fact that the Insti- 
tutes are first in might among the auxiliaries for the 
improvement of Teachers and creating an interest in our 
Public Schools." In another report I find this: "Any 
apprehension that the dismission of our Schools for the 
week would be time lost to them, was wholly dissipated by 
witnessing the renewed impulse given to the Teachers, and 
their practical improvement of the valuable principles of 
instruction presented in many of the Lectures and illus- 
trated by model lessons." 

The small amount of money appropriated for traveling 
expenses will be wisely invested; and it is hoped that the 
Teachers' hearts will be gladdened by such evidence of hos- 
pitable interest on the part of the citizens of the town 
where they assemble, that they will return to their Schools 
feeling under increased obligation to do all in their power 
for the progress of the Public School system. 



96 

The Institute will be organized a portion of each day as 
a School, and under the direotion of the Normal Professor 
the various subjects of study will be taken up and proper 
modes of teaching them illustrated. 

The members will be called upon to exhibit their method 
of organizing and conducting Schools, to state their sys- 
tems of government and generally to explain their work. 
Errors and defects will be discussed, and the true methods 
shown, not only by Lectures, but by forming the Teachers 
themselves into classes which will be required to recite in 
regular form, thus exhibiting a Model or Experimental 
School. 

To a person who has not investigated these subjects, it 
is astonishing how easy it is for an expert to teach and to 
awaken and retain the interest of a class of children , while 
the undisciplined bungles and stumbles and at last throws 
down his book in despair, und declares English Grammar 
to be a humbug, and boys and girls naturally perverse and 
stupid. The difficulty is, that they do not know how to 
use their tools. These Teachers are ignorant of their trade. 
It is this ignorance which the Institute is designed to cor- 
rect, it will show the Teacher how to work and to make his 
profession a pleasure to himself, a delight to the little ones 
wltom he is appointed to train, to educate; that is, whose 
intellects he has by enticing arts to bring out, to develop, 
to nurture. 

To explain the full design of Teachers' Institutes and the 
mode of their operation, would be to enter upon a descrip- 
tion of a Normal School. This need not be done in this 
Commentary, but perhaps in the course of debate, if neces- 
sary, Senators and Members will avail themselves of the 
opportunity to exhibit the importance of these and similar 
Educational Agencies. What is done to improve the 
Teacher will improve the School. 

Chapter IV. Page 52. 

No attempt to show the paramount importance of the 
State Normal School to the success of the system of Public 
Instruction will be made. 



97 

That question may be .regarded as settled. All the testi- 
mony combines in one grand, emphatic, unanimous "Aye." 
The plan proposed embraces one feature which is supposed 
to be original and another which is somewhat novel. 

First.— It is intended to use the Normal Professors six 
months of the year at the School in Baltimore, and during^ 
four months, April, May, June and July, as itinerants; to 
send them to the Counties to conduct Teachers' Institutes, 
and to visit and inspect the Schools, under the direction of 
the State Superintendent. This will give all the Teachers 
the benefit of their experience and insure an early unifor- 
mity in modes of conducting Schools. 

Second. — It is designed to connect with the Normal 
School Model or Experimental Schools, in which the Nor- 
mal Students will assist. These Schools will be under the 
charge of eminent Teachers and will be made, if possible, 
superior to any private School .in the City, so that their 
advantages will be sought after by our best citizens. They 
will be pay Schools and soon will be more than self-sustain- 
ing. These Model Schools will be open to inspection, and 
it is thought will exhibit such advantages that every town 
of one or two thousand inhabitants will desire to have simi- 
lar graded Schools, and similar systems of instruction. 

The State Superintendent urges upon the General Assem- 
bly the most liberal appropriation for this Normal School 
that can be made consistent with other demands upon the 
Treasury, not only for payment of salaries, but for furnish- 
ing the rooms and procuring all needful apparatus. 

Title IY. Page 56. SOURCES OF INCOME. 

Section 1. If money be withheld all else pertaining to this 
system will fail. If a man wants a skilful mechanic, an in- 
telligent clerk, an experienced physician, an able lawyer, he 
can get them, but he must pay for them. So we can have 
comfortable School houses and* faithful Teachers, but not 
without money. They must be paid for. The question is 
"What is a thorough System of Public Instruction 
worth ? " 
13 



98 

We ask four millions of dollars .to pay men to go into the 
field and break down the strongholds of Treason and Igno- 
rance. Perhaps half that sum spent in enlightening the 
human mind and diffusing sound principles of morality 
would have saved us all this war and desolation, and these 
millions of money. Men vote money by millions to crush 
an evil, but will not give hundreds to prevent the growth 
of evil. It is easier to pull out the lion's teeth when he is 
young, than when he roams king of the forest. It is easier 
by sound Education to prevent men from developing into 
criminals, than to convert them when they have graduated 
in crime. Hence to teach children to do right will be a 
cheaper and more convenient process, than to force them to 
do right after they have been trained to do wrong. 

The answer to our query, " What is a thorough System 
of Public Instruction worth?'' is, " It is worth more than 
the money we give to punish men for doing wrong. " It 
is worth more than the expenditure for Courts and Jails, 
Penitentiaries, Alms-houses, Policemen, Sheriffs and the 
whole equipment for the punishment and restraint of the 
vice and crime which ignorance begets. 

Are we ready to secure this System of Public Instruction 
by paying for it? Here it is that the sincerity of our peo- 
ple 'is to be tested. If they fail to come up to the standard 
of their duty, if they are determined to count the dollars 
and cents, if they continue to be penny-wise and pound- 
foolish, of course the system fails ; and fails because the 
people do not wish it, for if they really desire it they will 
be ready to pay for it. 

It is not my province to exhibit the resources of Mary- 
land, but Maryland is rich enough to sustain her Public 
Schools upon the most extended and efficient plan. She is 
rich enough to be munificient. And if her ordinary sources 
of Revenue do not reach our wants, the waters of our Bay 
and Rivers and Creeks contain wealth enough to Educate 
all our children. 

Legislators are invoked to be liberal in this noblest of 
Public Works, to be liberal even to what may to our pres- 
ent dim vision seem rashness, a rashness which the next 



99 

generation will pronounce to have been the highest 
wisdom. 

I propose a tax of fifteen cents in the hundred dollars, 
leaving all County School Revenues and other sources of 
Income unchanged until the citizens of the Counties may- 
desire to increase or diminish them. 

Fifteen cents in the one hundred dollars, will yield on the 
old assessment four hundred and twenty-eight thousand 
six hundred and thirteen dollars. This of course will be 
reduced by the amount of property heretofore held in ser- 
vants, now emancipated. Supposing all expenses except 
the salaries of Teachers to be paid out of the County funds, 
viz: those for building and furnishing School houses, pur- 
chasing Books and Apparatus, cost of supervision whether 
by County Directors or School Commissioners, incidental 
expenses for fuel, repairs, &c, we would then have from 
the State about four hundred thousand dollars for salaries 
of Teachers. Of this one hundred and fifteen thousand 
dollars will be paid to the City of Baltimore, and two hun- 
dred and eighty-five thousand dollars to the Counties. In 
the present estimates we deduct the City's proportion from 
the total School income, and the population of the City from 
total of inhabitants in the State according to the census of 
1860. 

There were in 1860 in the Counties four hundred and 
seventy-five thousand persons, of these, fifty-four thousand 
resided in Baltimore County. By reference to the School 
statistics of this County, I find that the demands of the 
population require at least one hundred and ten Schools. 
According to this proportion, one thousand Schools are 
needed for the whole State, and more than one thousand 
Teachers. Placing the salaries of Teachers at an average 
of five hundred dollars per annum it will take five hundred 
thousand dollars to pay Teachers, while the fifteen cent tax 
will yield to the Counties only two hundred and eighty-five 
thousand dollars. To this we must add about sixty thou- 
sand dollars to be received from the Free School Funds, 
making in all three hundred and forty-five thousand dol- 
lars. - From which it appears that the fifteen cents in the 



100 

one hundred dollars, is the smallest tax that ought to be 
levied. It will not yield an amount sufficient to keep the 
Schools in operation the entire School year of ten months, 
and hence the importance, indeed the necessity for the 
Counties to help themselves by local taxation if they wish 
their children to enjoy the full benefit of Public Instruction. 

This subject will of course receive the most rigid scrutiny 
by the appropriate Legislative Committee, to whom, at the 
proper time, I will submit such statistical information, as 
they may need to understand what is required to give 
proper support to our Free Schools. 

There has been much argument at different times about 
the proportion of School money paid to the City of Balti- 
more out of the present State Free School Fund. That 
fund is divided one-half between the City and Counties in 
equal parts, the other half in proportion to population. — 
Under the provision of the Constitution the whole State 
Tax is to be divided according to population, while the 
division of the Free School Fund remains as heretofore. 
That the framersof the old law, which gave to the Counties 
a proportion of money larger than the ratio of * popu- 
lation, were guided in their decision by sound practical 
reasons, reference to statistical and other facts will show. 
First, the proportion of children attending the Public 
Schools in Rural Districts, will always be much larger than 
in a City where wealth abounds, private Schools of all 
grades are numerous, and Charity or Parochial Schools of 
all denominations provide for many thousands of the rising 
generation. Hence more money is needed in the Counties 
because there is a larger proportion of children to be Edu- 
cated. Second, where population is sparse the number of 
School houses and of Teachers must be more in proportion 
to the number of Scholars, than in a City where the popu- 
lation is dense. The greater the number of Schools the 
greater the expense for salaries and incidentals. 

I venture to suggest that in the present condition of ou r 
finances and our present pressing necessities, every dollar 
of Revenue that can be raised ought to be immediately 
applied. Hence the sixth Section of Act VIII. of the Con- 



101 

stitution which requires the people to provide for the Edu- 
cation of children of the next generation in addition to 
taking care of their own, ought to he repealed. We trust 
that they who follow us, living as they will under the 
blessed influences of Universal Freedom and Universal 
Education, will so increase in prosperity, that they will he 
able to take care of themselves. We also hope that the 
benefit of Free Public Schools will have been so clearly 
demonstrated, that posterity will not refuse the full amount 
needed for their support. Let us at least trust them for 
that much. 

Appropriate to this I refer to the opinion of Mr. Eaton, 
the President of the Board of (School Commissioners, 
of Baltimore City, with whom it has been my privilege 
to have frequent conferences while preparing this Bill. — 
His large experience and wise counsel have been of great 
value. When each County can enjoy the services of such 
a man as Baltimore City has, for half a score of years, 
without a dollar of expense to the Treasury, the cause of 
Public Instruction will progress and prosper. In his last 
report Mr. Eaton says : 

" As for the tax of five cents for a permanent fund, there 
will be found many who object strenuously to it, seeing 
that it imposes a burthen upon the present generation, in 
addition to its own proper and unusual expenses, in order 
that future generations may be relieved from all tax what- 
ever for Educational purposes. In times . like these 
especially, when taxes are heavy, and those demanded for 
the immediate exigencies of Education are to be largely 
increased, the propriety of a further assessment for the 
object referred to may be questioned. But on this point 
the Legislature must be its own judge as to its duties." 

Among the sources of revenue allowed by General and 
Local Laws, are certain fines, forfeitures and penalties. I 
am of opinion that in many instances these are not collected 
by the School authorities, and hence are lost to the funds 
to which they most appropriately belong. The attention 
of those concerned is directed to this subject with the sug- 



102 

gestion that perhaps the General Assembly may find it 
practicable to increase the School income from this source. 
Sec. 6, Page 57. The importance of examining into the 
present mode of investment of County School Funds is 
evident, from the fact that these funds have diminished 
through bad security. It was my expectation to lay before 
the General Assembly the history of these funds, their 
investment, income, &c. For that purpose, an order was 
passed by the House of Delegates, calling upon the County 
School Authorities for information. To this order no 
response has been received that I know of. The whole 
subject ought to be investigated, and the School money be 
placed so as to be inviolable. 

TITLE V. Page 59. 

While the enactments of this Title are not positively 
essential to the immediate success of the system of Free 
Public Schools, yet they are of real importance and signifi- 
cance in connection with the extended outline of Public 
Instruction which is now presented. We aim at complete- 
ness and harmony in our entire Educational Scheme. We 
provide for all children of the State such instruction as will 
fit them for the discharge of the ordinary duties of life, and 
the exercise of the privileges of citizenship. All can learn 
enough to secure what is termed an Elementary Education. 
As we advance beyond this, the number of students will be 
less in number, embracing only those who have talent and 
ambition to learn. They will be provided for in the High 
School. Completing the course of study in the High School, 
the Colleges of the State are open to those who are eager for 
knowledge, have the ability to appreciate its blessings and 
the capacity to grasp them. The Colleges are combined 
under one system, which will secure harmony of action while 
it does not interfere with individual enterprise. We make 
the Colleges parts of a general system, instead of leaving 
them to work by themselves with little else than local pat- 
ronage, and without the stimulus of even moderate emula- 
tion. Each College as an integral part of the University, 



103 

becomes responsible to the Regents, and is pledged to sus- 
tain the Scholastic reputation of the University. They are 
all preparing young men for the Law School and the 
School of Medicine, they will all present candidates for the 
Honors of the Peabody Institute, as explained in the com- 
ment on Title VII. They will work together with an hon- 
orable ambition to excel in the contest, in which all earnest 
competitors find honor if not the highest reward. 

I know of no State in which the idea of a University can 
so readily and so beautifully become a reality as in Mary- 
land, possessing as she does all the agencies, (but one,) now 
in active operation, and the means to provide that promptly 
and effectively. 

The idea of uniting the Colleges in the celebration of their 
Commencement Day, fixing it on the fourth day of July, in 
the City of Baltimore, and within the Hall of the Peabody 
Institute, the degrees being conferred by the Provost of the 
University,- the candidates presented by the President of 
each affiliated College, was suggested to me by the Hon. 
John P. Kennedy, who, although having reached that age 
when, full of honor and with a record of service to the 
State that few citizens can claim, he might think that the 
measure of his duty is full, enters with earnestness .into the 
project of Universal Education for F.ree Maryland. 

This Commencement Day will, if our plan be developed, 
become one of the great days of the year in a double sense. 
The combination of ideas will be strictly logical. Inde- 
pendence and Intelligence. Under the shadow of the Mon- 
ument of Washington, patriotic sentiment will be awakened. 
In the Hall reared by the munificence of the Merchant 
Prince, who dedicates Commerce to Art, Science and Liter- 
ature, philanthropic munificence will be honored. The 
assemblage of sympathizing citizens will greet the success- 
ful aspirant for literary honors, and amid circumstances 
novel and inspiring, he will pledge his talents to the honor 
of the State of his nativity or adoption. 



104 



TITLE VI. Page 60. 

Upon no portion of this system can the philanthropic 
heart dwell with warmer interest than that which provides 
for those whom God in his inscrutable providence has de- 
prived of the full use of those faculties which are to his 
more favored creatures the source of so many blessings. 
The State takes these helpless ones, and by judicious sys- 
tems, fostered by her own bounty at home or abroad, mit- 
igates, if she cannot remove, their calamities. She becomes 
eyes to the blind and ears to the deaf. Opens avenues to 
knowledge and to mental enjoyment which else would be 
closed, and leave the unfortunate and afflicted to the sad 
heritage of their bereavements. More noble does the State 
appear in this Mission of mercy, than in her mightier efforts 
in which she removes mountains by piercing them with 
pathways, annihilates space by the rapid course of the Steam 
Car, or goes down into the bowels of the earth to bring up 
the hidden treasures. 

Our plan would be sadly defective did it not put in a plea, 
for the weak, and devise remedies for their distress. It 
commends to the care of the State, Asylums for the Blind, 
for the Deaf and Dumb, Schools for the Feeble-Minded, 
Houses of Refuge and Industrial Homes, in which the 
ignorant and vicious can be trained to knowledge and vir- 
tue, and made useful, members of society, instead of vaga- 
bond pests. 

We feel constrained 'to go further and to make our system 
one of comprehensive benevolence, passing by no duty, 
neglecting no claim however feeble may be the voice with 
which it appeals for relief. It embraces a plan for the 
moral and intellectual culture of those whom ignorance has 
debased into criminals, and now are the inmates of Jails 
and Penitentiaries. It cares for those whom deficient Edu- 
cation or the total lack of all Education has depressed into 
idleness, penury, want, and now drag out a miserable ex- 
istence in Aims-Houses, where they live and move, but 
have no moral or intellectual being. We would have some 



105 

ray of light illumine the darkness of the prison house, and 
enliven the stolidity of the pauper's dreary home. 

Maryland owes it to these unfortunates ; for, by her sins 
of omission, by her neglect to provide the means of Educa- 
tion, to send the bright beams of intelligence all over the 
land, has she nurtured this race of criminals and indi- 
gents. Behold the sad procession of generations covered 
with vice and want and crime, that we have permitted to 
move on to moral woe and physical suffering ; leaving, as 
they pass, their stain upon society, pests, drones, non-pro- 
ducers, destroyers ; because we did not give them light. 
Their fault is in part the State's sin. The criminal records 
of our Jails and Penitentiaries are loud-mouthed witnesses 
to the neglect of our fathers to provide instruction, to dif- 
'fuse that knowledge the entering in of which giveth life. 
Let us go and sin no more. While we do what we can for 
those who are entering upon the dangerous path of life, let 
not the State forget those who have suffered long. It is 
proposed to establish Schools for these unfortunates, to em- 
ploy such agencies in our Houses of Punishment and Homes 
of the Needy, that the people can be taught to read, to write, 
to cipher — may learn (some of them) Book-keeping, and 
gain such general information as will enable them to lead a 
better life when they have worked out the penalty which 
the Law exacts for crime. 

All under twenty-one years of age ought to be obliged to 
attend School, and once or twice each week the whole body 
of these depraved congregations should be assembled to be 
taught Geography and History, and to hear familiar Lec- 
tures on the Natural Sciences, which will open to their 
clouded minds a knowledge of God's goodness, and of the 
marvellous means he provides to enable men to develop the 
resources of the earth, and to mitigate the primal sentence, 
"By the sweat of thy brow shalt thou eat thy bread." 



14 



106 
Title VII. Chapter I. Page 61. 

These Scholarships are primarily designed as an aid 
to meritorious students who need assistance to pay their 
personal expenses while attending the High School or 
College. They are also prizes to stimulate industry. The 
State thus recognizes and rewards talent. She helps on 
those who have earned for themselves a good report, and 
have evidenced that intellectual power which the Common- 
wealth needs for the development of her resources and for 
wise progress in her civil and social systems. 

The State to a certain extent becomes the foster-parent 
of young men and women who have the laudable ambition 
to attain to intellectual eminence, and shows by her annual 
appropriations that she is not unmindful of those who have « 
the capacity and the desire, but lack the means to increase 
in knowledge. 

Chapter II. Page 65. 

While our system is in its infancy, there will be 
need of agencies to explain its ideas and modes of prac- 
tical development. To secure uniformity and intelligence 
of action, County Directors, School Commissioners and 
Teachers will need instruction, in detail, upon many, if 
not all points conuected with their several duties. New 
methods of teaching even the elementary branches will 
require elucidation and explanation. Proper systems of 
discipline and organization of Schools, suggestions as to 
the relation which one officer bears to the other and the 
duties of all to the community will furnish topics for dis- 
cussion. 

From time to time the Superintendent will desire to 
exhibit his views on all questions connected with the 
interests of the Schools and specially to impress upon 
Teachers the nature of their duties and the responsibility of 
the position which they occupy. 

These and kindred subjects will furnish material for 
short tracts, which will certainly prove of great value to 
School officers, not only imparting opportune information, 
but giving evidence that the General Superintendent is 



107 

interested in their work and uses the means within his 
reach to secure uniform, harmonious, and energetic action. 

Chapter III. Page 65. 

Section 1. When we educate the faculties of the miud 
they become hungry and must have food to feed upon. 
Books furnish that food, and that the health of the intel- 
lect may be good the food must be wholesome. The Dis- 
trict Library is designed as a free market of healthful moral 
and mental nourishment. In our State, specially in the 
Counties, where population is scattered, towns few and 
books are never sold unless by an itinerant agent or from 
a shelf in the corner of the grocery store, some plan must 
be devised by which wholesome reading can be given to 
the children of the Schools and through them reach the 
whole community. The District Library is the cheap and 
efficient agent by which this can be accomplished. Fifty or 
one hundred well selected volumes of History, Biography, 
Science and Art, with some books of Amusement for 
younger children will be a source of enjoyment, encour- 
agement and of strength. These books will be read at 
home, they will present subjects for conversation and sug- 
gest topics for thought, they will open to the minds of 
many a knowledge of the world as it has been and as it is; 
and perhaps stimulate many youths, male and female, to do 
their best to accomplish what has been so well done by 
others who had no better opportunities than they. The 
Library will teach our people the value of books and per- 
haps after ten or fifteen years some State Superintendent 
may have the privilege to report that the District Libraries 
are ceasing to be used, because every family has a Library 
of its own. 

The idea of including Honorary Membership of the Pea- 
body Institute among the aids and encouragements to Uni- 
versal Education was suggested by Messrs. Kennedy and 
Eaton. The former gentleman is conversant with the 
intended plan of operations and is able to speak with some 
degree of authority. The General Assembly may therefore 
proceed with confidence that this stimulus to intellectual 



108 

championship will be offered. Perhaps yet more may be 
done through the instrumentality of wealthy men of Mary- 
laud, by appropriating money for prizes and medals, which 
will evidence their zeal and encourage the youth of the 
State, perhaps aid them in the pursuit of high literary and 
scientific attainment. 

Title VII. Chapter I. Page 66. 

Maryland has given freedom to or removed the stain of 
degraded servility from more than one-fourth of her 
people. It remains for her to vindicate the policy and 
humanity of this act of emancipation, by fitting its reci- 
pients for their new privileges and obligations. Shall we 
leave these colored people in ignorance and permit them 
to degenerate until they become worthless and vicious, 
inmates of Aims-Houses or of Jails? or shall we educate them, 
make them intelligent, virtuous, useful? Upon the action 
of the General Assembly depends the fact whether freedom 
shall be fraught with richest blessings, or leave the freed- 
man no better than when he was a slave, unless he avails 
himself of his new facilities for change of residence and 
leaves us for a more favored latitude. 

I have no doubt as to what duty demands, no doubt but 
that duty will be our guide. These freedmen and those 
who have been degraded because of the same color as the 
slave, must be educated; they must be made intelligent and 
skilful, according to their capacity ; they must have every 
opportunity that intelligent legislation and a sense of 
moral obligation can give them. It is their right as much 
as that of white children, for they have to do their part to 
develop the resources of the State, and they have to bear 
their full proportion of taxation upon every dollar of prop- 
erty which they own or may earn. Hence it is proposed, that 
they shall have Schools — Schools adapted to their wants — 
Schools as good as any in the State, and have a fair oppor- 
tunity to show what they can do when they have a fair 
chance. 

Sec. 3. Private benevolence has commenced the work 
which properly belongs to the State, and agencies are now 



109 

in successful operation to which the taxes collected from 
colored persons can be paid over for the benefit of their own 
children. 

I am informed that the amount of School tax paid annu- 
ally by these people to educate white children in the City 
of Baltimore for many years has been more than five hun- 
dred dollars. 

The rule of fair play would require that this be refunded, 
unless the State at once provides Schools under this 
Title. 

As evidence of what private liberality is now doing for 
the honor of the State, I take the following from a late 
report of the Association for Improvement of Colored 
People. 

Rooms Nos. 3 and 4 Bible House, 

Baltimoke, February Qth, 1865. 

To the Board of Managers 

of Association for M. and I. Improvement 

of Colored People : 

Gentlemen, — I am directed by the Executive Committee 
of the Association to report the work done by them since 
your last meeting. 

They have secured rooms and given directions to fit them 
up for School use in four places in the City, and have made 
arrangements for Teachers to enter upon their duties as 
soon as the rooms are ready for occupancy. 

They have numbered the Schools 1,2, 3, 4, — situated as 
follows : 

No. 1 is in Crane's Building, corner of Calvert and 

Saratoga Street. 
No. 2 is in Chesnut Street. 
No. 3 is in Sharp Street. 
No. 4 is in Biddle Alley. 

Thus partially providing for all parts of the City, though 
not affording accommodation for a tithe of the Colored 
People who desire to avail themselves of this opportunity to 
procure some Education. 



110 

School No, 1 is in full successful operation, having on its 
roll of day and night Scholars combined seven hundred and 
fifty pupils. 

The whole amount expended and contracted for by the 
Executive Committee is sixteen thousand one hundred and 
thirty-six dollars, distributed as follows : 

SCHOOL No. 1. 

Total, $4,999 00 

Items .-—Fitting up, . . $1,269 00 

Rent, ... 480 00 

Teachers, . . . 2,800 00 
Janitor and gas and fuel, 450 00 

$4,999 00 



SCHOOL No. 2. 

Total, $3,160 00 

Items : — Fitting up, . . $500 00 

Rent, ; 60 00 

Teachers, . . . 2,200 00 
Janitor and gas and fuel, 400 00 

$3,160 00 



SCHOOL No. 3. 

Total, $3,662 00 

Items:— Fitting up, . . . $600 00 
Rent, • . . . 12 00 

Teachers, . . . 2,600 00 
Janitor and gas and fuel, 450 00 

$3,662 00 

SCHOOL No. 4. 

Total, $3,100 00 

Items .-—Fitting up, . . . $500 00 
Rent, Free. 

Teachers, . . . 2,200 00 
Janitor and gas and fuel, 400 00 

$3,100 00 



Ill 

OFFICE. 

Total, . . . . . . . $1,215 00 

Items .-—Fitting up, . . . $250 00 
Rent, ... 240 00 

Attendance, Clerk, &c. . 325 00 
Gas, fuel, postage, station- 
ery, ... 400 00 

$1,215 00 



RECAPITULATION. 



School 


No. 


1, 


et 


" 


2, 


it 


" 


3, 


et 


a 


4, 



Office, 



RECAPITULATION 



Rents, 
Salaries, 
Fitting up. 
Gas and Fuel, 
Sundries, 



$4,999 00 
3,160 00 
3,662 00 
3,100 00 
1,215 00 


00 






OF ITEMS. 




$ 792 00 
10,925 00 

3,119 00 

. 950 00 

350 00 


00 




• . 


4 

15 
5 
1 

2 



Number of Schools, . 
" of Teachers, 
" of Janitors, 

of Clerks, 
" of Rooms for Office, 
" of Scholars that can be accommodated, 2,200 

The Executive Committee have been very strongly urged 
to open a School at Fell's Point, to supply instruction to 
the large number of Colored People in that section of the 
City, but have not as yet definitely agreed to do so. This 
School which, if opened, would be No. 5, will add three 
thousand six hundred dollars to the expenses of the Asso- 
ciation. 

The Committee are unanimously in favor of establishing 
the School, and would urge the Board of Managers to so 
direct them. Sixteen thousand one hundred and thirty- 



112 

six dollars will pay all office expenses and the expenses of 
the four Schools already contracted for, for one year from 
January 1, 1865. If School No. 5 be opened, the amount 
for the current year will be about twenty thousand dollars. 

The Executive Committee respectfully suggest to the 
Board of Managers that this amount of twenty thousand 
dollars can be raised if all agencies are put in operation. 

With very little effort on the part of the Finance Com- 
mittee some five thousand dollars have been subscribed, 
and the Executive Committee judge that five thousand dol- 
lars more could easily and immediately be raised. They 
also suggest, that a petition, signed by all the members of 
the Board, and by their friends interested in this object, to 
the City Council of Baltimore and to the State Legislature, 
might induce some appropriation from those bodies, if 
pressed upon their notice by Committees appointed from 
the Board of Managers for that purpose. 

They also deem it expedient to appoint a Committee to 
draw up and publish an address to the people of the City, 
and have the same published in all the daily papers, and 
have a subscription paper opened at the offices of the Sun, 
American, Clipper and Wecker. The names of subscribers 
and amount subscribed to be published each day. 

If the community can only be awakened jto the vital 
importance of the movement inaugurated by this Associa- 
tion it is believed that money would be forthcoming for its 
purposes. 

The Executive Committee would also ask the opinion of 
the Board of Managers as to the expediency of procuring 
an Act of Incorporation from either the Legislature or from 
the Court. 

Every day brings to your Committee urgent appeals for 
aid in things educational from almost all sections of the 
State, but as yet they have not felt able to do any thing, 
except at Easton, and that School was opened at the expense 
of the Penna Freedman's Association. * * * 

Respectfully, 

Jos. M. Cushing, 

Corresponding Secretary. 



APPENDIX 



THE MARYLAND INSTITUTE 

IN THE CITY OF BALTIMORE. 

After having presented this Report to the General Assem- 
bly, my attention was directed to the Maryland Institute 
as one of the important and efficient Educational agencies 
of the State. By invitation I met the Board of Managers, 
and after a prolonged conference and an opportunity to 
visit the several departments of Instruction, have obtained 
the information now presented. 

It is somewhat remarkable that this Institute should for 
the long period of seventeen years, have worked so prac- 
tically, and yet so little be known of the valuable results 
attained. It is evidence of the earnestness and sincerity of 
the gentlemen who thus quietly and effectually have been 
extending to many hundreds of young men in Baltimore, 
facilities for practical Education which have proved of great 
utility to those who have used them. 

The Institute consists of 245 Life Members, 

36 Honorary Members, 
510 Senior Members, 
1,669 Junior Members, i 
in all about twentyfour- hundred, who by the payment of a 
small annual fee, are entitled to the free use of a Library 
containing over fifteen thousand volumes — of Exhibitions 
and Lectures, and the privilege of joining any of the Schools 
or Classes connected with the Institute, on payment of extra 
charges, which are very small in proportion to the advan- 
tages secured. 

At present the Institute maintains a Course of Lectures 
during the Winter months, on topics of popular interest, 
15 



114 

and supports an Educational Department comprising Classes 
in Music, Drawing, Book-keeping, Writing and Chemistry. 

The School of Design has over four hundred pupils, who 
are instructed in Mechanical, Geometrical, Architectural, 
and Artistic Drawing, at the exceedingly low price of 
twelve dollars per year. 

It provides a Day Class for Females. Nearly one hun- 
dred members are engaged in the various branches of Study 
from plain Pencil Drawing up to Oil Painting of a high 
grade of Art. The object of these Lady Students is not 
only to perfect themselves in a beautiful accomplishment, 
but to make practical use of their skill in the many ways 
that such skill is now in demand. 

The Male graduates of the School of Design may be found 
in the Departments at Washington, in our Machine Shops, 
in the United States Navy, and wherever accomplished 
draftsmen are employed. 

The Female graduates, in many instances, are engaged 
as Teachers of Drawing in Public and Private Schools 

It is impossible to estimate the benefits which through 
this agency have been conferred upon the present genera- 
tion of Mechanics in enabling them not only to make their 
own drawings and working plans, but in imparting a cor- 
rect taste in Architecture. 

The Music Class contains ninety members. 

The Book-keeping Class has fifty members, and the 
Weekly Lectures on Chemistry are attended by as many 
as the room will accommodate. 

All this has been accomplished by private effort, and 
without any endowment except that of the Chemical Pro- 
fessorship by a donation of three thousand dollars by Hon. 
Thomas Swann. The point has now been reached when with 
the fostering aid of the State, this Educational agency can 
be strengthened and made available for more extended 
work. 

I think that the Institute ought to be a branch of the 
proposed University, and would have included it in my 
plan had the information which is now in my possession 
been given within the thirty days to which I was limited. 



115 

As it is the General Assembly can consider the subject, and 
devise such plan as may to them seem wise. 

I would suggest that the Maryland Institute might very 
properly be made the Mechanical Department of the Uni- 
versity. The State ought to endow a Mechanical Professor- 
ship upon a plan somewhat similar, although by no means 
so extended as the School des Arts et Metiers in Paris. 

The State Geologist might be required to lecture under 
the direction of the Managers of the Institute, thus extend- 
ing the present course on Chemistry so as to embrace Ge- 
ology and Mineralogy, especially as connected witli the 
State of Maryland. 

I can only thus briefly and cursorily refer to this important 
agency for the diffusion of useful and practical knowledge, 
and express the hope that it will receive the aid from the 
State Treasury that it eminently merits. 

The following letter handed to me by the President of 
the Institute, is appended to this Report because of its bear- 
ing upon the subject, and its practical suggestions concern- 
ing the proposed University. 

Maryland Agricultural College, 
February 1st, 1865. 
John F. Meredith, Esq., 

President Maryland Institute, Baltimore : 

Dear Sir: — I have been honored by the receipt of your 
note of yesterday in which you are pleased to say, that 
many of "the suggestions I made in our interview* on Satur- 
day last, seemed to you, eminently proper and to express 
the wish that I would write them out, for submission to 
your Board at their meeting on Monday next. Whilst I 
cannot hope to realize the expectations your kind language 
implies, I do not feel at liberty to refuse a compliance with 
your request. 

I assume that it is the duty of every State to establish 
and maintain a complete system of Education, so that her 
sons may be qualified for any pursuit in life. That to do 
this, their moral, intellectual and physical qualities should 
be developed to the fullest extent of their capacities as well 
if they are to devote themselves to Agriculture, Commerce 
or a Mechanic Art, as to the profession of Divinity, Law or 



116 

Medicine. That the pursuits of Agriculture, Commerce 
and Mechanics have been and are degraded by the practical 
admission of those who are, or are to be, engaged in them, 
that less of moral and intellectual culture is necessary to 
success and eminence in them, than in professional occupa- 
tions. That the wisest, if not the only mode, of avoiding 
this degradation in future, is to blend intellectual and 
moral culture with these pursuits, thus dignifying labor 
by its connection with science. That this is the most 
auspicious time for an earnest effort to establish such a sys- 
tem, and that union and concert of action among those 
entertaining these views, is indispensable to the accomplish- 
ment of this object — to secure this union and concert of 
action some definite plan must be adopted, and steadily 
adhered to by all who desire its success. 

The plan which I have good reason to believe will be pro- 
posed by Mr. Van Bokkelen, (the Superintendent of Public 
Instruction,) and which meets my hearty approval, so far 
as it goes, is simply this : a uniform system of Common 
Schools, with the same course of instruction in each and. 
every one of them, looking to and qualifying pupils for 
admission into any one of the High Schools and Academies. 
A uniform course of instruction in these, looking to and 
qualifying their pupils for admission, into at least the 
Freshman Class, of either of the Colleges. And the same 
course of Scientific, Classical and Mathematical Instruc- 
tion to be pursued in each College, (leaving each to adopt 
and superadd its own specialty,) looking to and qualifying 
their graduates for admission to either the Law, Medical or 
Mechanical departments of the University. 

A great University such as I hope to see established, and 
which will be worthy our State, should embrace, a Law 
department, a Medical department, a Mechanical and Com- 
mercial department, a Teachers or Normal School, and four 
or more Collegiate departments, each having its own 
specialty. We have already in our limits Institutions 
chartered, and generally endowed by the State, needing 
only a common bond of Union, and a general supervising 
power, to constitute such a University, except a Normal 
School and a Law School. Let the Medical School already 
established in Baltimore, be made the Medical department 
of the University. Let a Law School be established in 
Annapolis, and be made the Law department. Let your 
noble Institute be made the Mechanical, and if you choose 
the Commercial department. Let the Maryland Agricultu- 
ral College, St. John's College, St. Timotliy College, the 



117 

present Collegiate department of the University, Washing- 
ton College, and any other College, whose Trustees will 
adopt the prescribed course of Scientific, Classical and 
Mathematical Studies, be severally constituted Collegiate 
departments of the University; and a Normal School estab- 
lished in some proper locality, these in connection direct and 
immediate with the Academies, High Schools and Primary 
Schools, will constitute what I consider a complete System 
of Education. 

The new Constitution requires the Legislature to estab- 
lish a System of Common Schools and provides an ample 
fund for their maintenance and support. The duty of sub- 
mitting a plan has been wisely confided to a gentleman of 
learning, experience and practical administrative talent, 
whose suggestions I doubt not, will be adopted by the Leg- 
islature. Thus is already laid the foundation of an Educa- 
tional Edifice, whose beauty and utility will depend upon 
the wisdom of those who are to erect the superstructure, 
which if constructed with the literary skill and harmonious 
proportions which characterizes the Architectural efforts of 
many of your Baltimore Mechanics, will reflect honor upon 
its builders and confer untold benefits upon our posterity. 

To convert your Institute into the Mechanical department 
of the University, it would only be necessary to engraft 
upon what you have already so wisely and beneficently 
done, two other Professorships, the one of Chemistry, Geol- 
ogy and Mineralogy, and the other of the principles of 
Mechanics and their application to the arts. The State 
needs the services of a Geologist and Mineralogist, and the 
Legislature will probably create the office and provide for 
the salary of the officer. The duties of this office could be 
performed by your Professor of Chemistry, by devoting the 
summers and autumn to a Geological and Mineralogical 
survey of the State, the collection of specimens of minerals 
to be deposited in your Institute and the other departments 
of the University, and the winter and spring to a course of 
Lectures before your Institute upon Chemistry, &c, &c. 
Thus whilst saving you the salary of a Professor of Chem- 
istry, secure for herself more efficient services, than by any 
other mode of filling the office. And if in addition to this 
you should demand of the Legislature an annual sum, 
equal to the salary of your Professor of the principles of 
Mechanics — fair men would admit its justice and propriety. 

The Council of the University, should in my opinion 
consist of the present Provost of the University, the Presi- 
dents of the several Colleges, the Dean of the Medical Fac- 



118 

ulty, one of the Law Professors, the President of the Ma- 
ryland Institute, the Governor, and Chief Justice of the 
State, and the General Superintendent of Common Schools, 
and should be clothed with only such general supervisory 
powers as will insure the harmonious working of the sys- 
tem, leaving the ordinary affairs of the several Institutions 
embraced in the system, to be managed as they now are. 
They should have the power to prescribe the course of* 
Instruction to be pursued in the Colleges, Academies and 
High Schools, and perhaps have a veto power over the 
appointment of Professors in the Colleges, &c. 

You will perceive that it is not proposed to interfere with 
the management of the affairs of any existing Institution, 
except so far as may be necessary to secure uniformity in 
the Course of Instruction in the Colleges, High Schools and 
Academies; and in regard to conferring Degrees, these 
should be conferred by the University at an Annual Com- 
mencement of all the Colleges, to be held in the City of Bal- 
timore, upon the recommendations of the Faculties of the 
several Colleges. Besides, it is to be hoped that there will 
be no interference with appropriations to such Institutions 
as may be embraced in the system, and above all, that 
political differences and partizan feelings wtll be entirely 
overlooked and disregarded. 

If this system is adopted by the State, I have high au- 
thority for saying that provision will be made by the Pea- 
body Institute, for Courses of Lectures upon the highest 
branches of Science by the most eminent Professors in this 
and other countries, to which gratuitous admission will be 
given to those who have distinguished themselves in any of 
the Departments of the University. 

I have thus given you hastily my views in relation to 
the most important subject likely to occupy the attention of 
the^present Legislature, and submitted a plan which though 
imperfect itself, may lead to discussion, and the suggestion 
and adoption of a better one. My earnest desire is to see a 
Complete hducational System established, and shall be most 
happy to find that I have, in any degree, contributed to 
the accomplishment of such a purpose. 

I shall be happy at any time to receive a visit from you, 
and those associated with you, and in subscribing myself. 
Your ob't serv't, 

J. 0. WHARTON. 



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PRIVATE SCHOOLS AND ACADEMIES 

IN THE STATE OF MARYLAND. 



This Table contains a Summary of the Schools from which reports were 
received, or concerning which information could be procured. 

Anne Arundel : 

West River Academy— 2 Teachers, 60 Pupils. Tuition $50 to $75. Pro- 
perty $7,500. 

Allegany : 

11 Schools, 16 Teachers, 640 Pupils. Tuition $12 to $40. 

Baltimore City : 

42 Private Schools, 121 Teachers, 2,843 Pupils. Tuition $15 to $130. 
3 Free Schools by Societies, 250 Pupils. 
20 Roman Catholic Parochial and Society Schools, Pupils, male and 
female, 4,828. 

Baltimore County : 

6 Boarding Schools for Boys, 9 Teachers, 150 Pupils. Terms per annum, 

$200 to $300. Property $60,000. 
4 Female Boarding Schools, 14 Teachers, 185 Pupils. Terms per annum, 

$200 to $300. Property $90,000. 
Manual Labor School for Boys. No report. 

Carroll : 

4 Schools in Westminster, Taneytown and Uniontown, 6 Teachers, 140 
Pupils. Tuition $18 to $45. Property $3,000. 

Charles : 

St. Mary's Seminary for Girls, at Bryantown. 

Dorchester : 

7 Schools, 7 Teachers, 145 Pupils. Tuition $16 to $40. 
Frederick : 

St. Joseph's Female Academy, Sisters of Charity, 20 Teachers, 75 Pupils. 

Terms per annum, $325. 
Frederick Female Seminary. No report. 
2 Roman Catholic Schools, 130 Pupils. Frederick and Emmittsburg. 



126 

Howard : 

Patapsco Female Institute. No report. 
Rock Hill Institute for Boys. No report. 

Montgomery : 

5 Schools, 10 Teachers, 100 Pupils. Tuition $12 to $25. 
Fair Hill Female Seminary. A Boarding School. 

Prince George's : 

Oak Grove Female Seminary. 
Alnwick Female Seminary. 

St. Mary's : 

5 Schools, 8 Teachers, 100 Pupils. Tuition $50 to $100. 
St. Mary's Female Seminary. No report. 

Talbot : 

5 Schools, 6 Teachers, 120 Pupils. At Easton, St. Michael's and Trappe. 
Washington : 

9 Schools, 9 Teachers, 191 Pupils. Tuition $20 to $30. 
Worcester : 

1 Schools, 7 Teachers, 138 Pupils. Tuition $12 to $50. 



COLLEGES IN THE STATE OF MARYLAND. 



Anne Arundel : 

St. John's College, Annapolis. Not in session. Annual State Donation, 
$3,000. 

Baltimore City: 

Faculty of Arts and Sciences, University of Maryland. 6 Professors, 90 

Pupils. Value of Property not reported. No State Donation. 
Loyola College. 15 Professors, 130 Students. Property $40,000. No State 

Donation. 
Baltimore Female College. 8 Professors, 120 Students. Property $45,000. 

Annual State Donation $1,500. 



127 

Baltimore County : 

St. Timothy's Hall, Catonsville. 8 Professors, 180 Students. Property 
$40,000. No State Donation. 

Carroll : 

Calvert College, New Windsor. 6 Professors, TO Students. Property 
$30,000. No State Donation. 

Frederick : 

Mount St. Mary's, Emmittsburg. No report. 

Kent : 

Washington College, Chestertown. No report. Annual State Donation 

$3,000. 

Prince George's : 

Maryland Agricultural College. 5 Professors, 60 Students. Property 
$60,000. Annual State Donation $6,000. 

Washington : 

College of St. James. Not in session. Property $50,000. No State 
Donation. 



UNIVERSITY OF MARYLAND. 



THE COUNCIL OF 'THE* UNIVERSITY. 

All Degrees shall be conferred by the Council, upon recommendation by the 
Faculties of the Colleges and Schools of Medicine and of Law. 

The Course of Study in each College, — Scientific and Classical, —must be 
approved by the Council. 

Each College may select Specialties without authority from the Council, viz : 
Military Science and Tactics. 
Practical and Scientific Agriculture. 
Civil Engineering. 
Mechanical Arts. 

The Course of Classics and Mathematics in every High School must be uniform 
and designed as preparatory to the State Colleges. 

The Council of the University shall nominate to the Curators of the Peabody 
Institute the Graduates of the Colleges who merit Special Honor. 

The Commencement of all the Colleges shall be on the Fourth Day of July, 
and in the Hall of the Peabody Institute, when the Provost of the University 
shall confer the Bachelor's and Master's Degrees. 



L'BRARY OF CONGRESS 



021 524 388 6 



Hollinger Corp. 
P H8.5 



